School achievement and well-being of immigrant children: The role of acculturation orientations and perceived discrimination

Abstract

This survey study examined the role of perceived discrimination and acculturation orientations on immigrant children's achievement and well-being in the school context. Immigrant (n = 229), immigrant descendant (n = 196), and native Portuguese children (n =168) from 4 th to 6 th grade participated in the study. Results showed the expected gap: immigrant and immigrant descendant children revealed lower school achievement than their native peers; but only immigrant, and not immigrant descendant children, reported lower levels of well-being and peer acceptance. Perceived discrimination was negatively related to school achievement, via an increased desire for culture maintenance, only among immigrant children. The indirect effects of perceived discrimination on well-being and peer acceptance were not significant. However, perceived discrimination was strongly related to lower wellbeing and acceptance, independently of the target group, suggesting that its negative association with well-being in the school context might encompass a more general process affecting both immigrant and immigrant descendant children.

Performance and well‐being of native and immigrant students. Comparative analysis based on PISA 2018

“…This is summed up in the immigrant paradox (Crosnoe & Turley, 2011), which leads us to consider the inherent complexity in studying the differences in performance between these populations (see e.g. Guerra et al, 2019). In any case, these differences should be interpreted with care, and a range of family and personal mediators and moderators should be taken into consideration.…”

Recognitive Justice and Educational Inequalities: An Intersectional Approach Involving Secondary Grade School Students in Greece

“…Much research points out the fact that the quality of the relationships which are developed during educational processes between the members of a school community has a huge impact on the outcomes of school adaptation, learning, and achievement. More specifically, the quality of positive relationships between teachers and students [1][2][3][4][5][6], as well as between classmates [3,[7][8][9] fosters school climate [10]. Positive relationships at school are strong predictors of students' emotional, cognitive, and social development, as well as their school performance [1,[11][12][13].…”

Longitudinal profiles of acculturation and developmental outcomes among Mexican‐origin adolescents from immigrant families

“…In line with calls for more research using strength‐based models that study and promote thriving among youth (Lerner, 2017), we examined two primary adolescent developmental outcome domains: academic competence (i.e., school engagement, school connectedness, learning goals, and effortful control) and socioemotional well‐being (i.e., meaning in life, resilience) that are often linked with Mexican‐origin adolescents’ adjustment (Guerra et al., 2019; Moní, Mealy, Del Ama, & Conway, 2018; Suinn, 2010; Vedder, Sam, & Liebkind, 2007). Indeed, the acculturation process may influence adolescents’ academic competence and socioemotional well‐being.…”