Immigration Status and Adolescent Life Satisfaction: An International Comparative Analysis Based on PISA 2015

Tang, Yipeng

doi:10.1007/s10902-018-0010-3

Cited by 17 publications

(9 citation statements)

References 36 publications

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“…The calculated Cronbach's a for the Positive Affect subscale (0.907) and the Negative Affect subscale (0.878) showed good reliability, respectively. Prior studies have corroborated the good psychometric properties of the OLS as a single-term scale (Tang 2019;Wanous et al 1997).…”

Section: Subjective Well-beingmentioning

confidence: 77%

Perceived Social Support, Psychological Capital, and Subjective Well-Being among College Students in the Context of Online Learning during the COVID-19 Pandemic

Huang

Zhang²

2021

Asia-Pacific Edu Res

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This study examined the relationship between perceived social support and subjective well-being among college students in the context of online learning during the COVID-19 pandemic. 515 college students in China that participated in an online questionnaire investigation were selected as the research sample. The results showed that perceived social support was significantly and positively associated with life satisfaction and positive affect and was significantly and negatively related to negative affect among college students learning online during the COVID-19 pandemic. Psychological capital (PsyCap) significantly mediated the relationships between perceived social support and three subjective well-being variables. The present study provides some implications to protect college students' subjective well-being in the context of online learning during the COVID-19 pandemic.

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Section: Subjective Well-beingmentioning

confidence: 77%

Perceived Social Support, Psychological Capital, and Subjective Well-Being among College Students in the Context of Online Learning during the COVID-19 Pandemic

Huang

Zhang²

2021

Asia-Pacific Edu Res

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“…Empirical research so far has focused on differences in levels rather than on the development of life satisfaction between children of immigrants and nonimmigrants. Results are inconsistent; Some research found children of immigrants to have lower levels of life satisfaction (Stevens et al, 2015 ), whereas others found no significant differences (Rodríguez et al, 2020 ), or found children of immigrants to have higher life satisfaction (Tang, 2019 ). Since these studies measured life satisfaction at one point in time, these inconsistencies may indeed indicate differential development for children of immigrants and nonimmigrants.…”

Section: Introductionmentioning

confidence: 99%

Life Satisfaction Development in the Transition to Adulthood: Differences by Gender and Immigrant Background

Henkens

Kalmijn

Valk

2022

J Youth Adolescence

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Life satisfaction is crucial for healthy development into adulthood. However, it is yet largely unknown how life satisfaction develops in the transition to adulthood. This study examined life satisfaction development in this transition and paid special attention to differences between boys, girls, children of immigrants, and nonimmigrants. Unique longitudinal data of seven waves (2010–2018) of the Children of Immigrants Longitudinal Survey Germany were used. Respondents (N = 3757, 54% girls, 78% nonimmigrants, Mage weighted = 14.6, SD = 0.6 at wave 1) were followed between ages 14 and 23 and multi-level random effect models were applied. Life satisfaction developed in a nonlinear way in the transition to adulthood (M-shape), with overall decreases between age 17 and 18 and between age 20 and 23. Girls reported lower life satisfaction levels in adolescence and more unstable trajectories than boys, where girls with immigrant backgrounds represented the least advantageous life satisfaction trajectory. Differences in life satisfaction between groups decreased from age 19 onwards.

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“…Though single‐item scales are often criticized, the OECD has recommended use of a single‐item scale to measure adolescents' overall life satisfaction because this approach requires less time and cognitive burden for students (OECD, 2019a). In fact, despite its potential limitations, the single‐item approach to measure life satisfaction has been widely used in many studies in recognition of its adequate validity and reliability (Diener, 1984; OECD, 2019a; Tang, 2019). Following classical approaches to assessing life satisfaction, an 11‐point scale was used in PISA 2018, which is substantially more than other measures of the PISA (generally four to five scale points).…”

Section: Methodsmentioning

confidence: 99%

School belonging, self‐efficacy, and meaning in life as mediators of bullying victimization and subjective well‐being in adolescents

Seon

Smith–Adcock

2021

Psychology in the Schools

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With an aim to inform school‐based antibullying interventions, this study examined mediating roles of school belonging, self‐efficacy, and meaning in life between bullying victimization and subjective well‐being. Using US student data from the 2018 round of the Program for International Student Assessment, results of structural equation modeling indicated a model that fit the data adequately and each path was statistically significant. School belonging, self‐efficacy, and meaning in life significantly mediated bullying victimization and subjective well‐being, respectively. These findings suggest that interventions focused on school belonging, meaning in life, and self‐efficacy may improve the subjective well‐being of adolescents who experience bullying in school. Limitations of this study and future research directions are discussed.

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Immigration Status and Adolescent Life Satisfaction: An International Comparative Analysis Based on PISA 2015

Cited by 17 publications

References 36 publications

Perceived Social Support, Psychological Capital, and Subjective Well-Being among College Students in the Context of Online Learning during the COVID-19 Pandemic

Perceived Social Support, Psychological Capital, and Subjective Well-Being among College Students in the Context of Online Learning during the COVID-19 Pandemic

Life Satisfaction Development in the Transition to Adulthood: Differences by Gender and Immigrant Background

School belonging, self‐efficacy, and meaning in life as mediators of bullying victimization and subjective well‐being in adolescents

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