School and emotional well-being: a transcultural analysis on youth in Southern Spain

Abstract

Purpose The purpose of this paper is to assess and compare school well-being (SW) and emotional well-being (EW) among Romanian, Moroccan and Spanish youth, to determine the degree of relation between EW and scholar well-being. Design/methodology/approach The paper employed cross-sectional research with cluster sampling in two primary schools and seven secondary schools. The questionnaire Kidscreen-27 was distributed to a sample of 1,840 Romanian, Moroccan and Spanish students aged between 10 and 19 years old. Data analysis was conducted with the software package SPSS, version 21. Findings EW shows significant gender (gender gap) and origin inequalities (lower performance for the Moroccan community). However, well-being in school shows positive results for the Moroccan students and women. Moreover, EW and well-being at school are presented as related and co-linear variables with a predictive power over one another. Research limitations/implications Understanding cultural expressions in heterogeneous cultures is a very complex task. Despite the cultural adaptation and validation of instruments, the applied surveys could not consider cultural differences. Practical implications The paper underlines that gender and origin remain decisive and determinant for adolescent health. However, the school can have positive effects on the well-being of immigrants. The reasons for well-being need to be explored, and it would be useful to develop educative strategies to implement transcultural EW and SW. Originality/value It is the first study about SW and EW of immigrants in Spain that explains a better SW in immigrants groups. It is also relevant for applied school intervention to predict the relationship between EW and SW.

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

“…Various studies have reported immigrant youth in some populations having higher levels of well‐being than their native peers, in terms of low stress, positive emotions, and self‐esteem (Dimitrova, 2011; Güngör & Perdu, 2017; Sam, Vedder, Liebkind, Neto, & Virta, 2008; Van Geel & Vedder, 2010). Although in our study we found lower positive affect in the first‐generation immigrant students than their native peers, and also lower levels in the first‐generation immigrant students that the group of second‐generation immigrants (Borraccino et al, 2018; OECD, 2016; Soriano & Cala, 2018). Particular note should be taken of these results, as indicators of positive affect such as happiness and cheerfulness have been positively associated with motivation, self‐efficacy, school engagement, and ultimately with academic performance (King, McInerney, Ganotice, & Villarosa, 2015; Mega, Ronconi, & De Beni, 2014; Pekrun, Goetz, Titz, & Perry, 2002; Weber et al, 2016).…”

“…It is evident that research should be encouraged which examines the inluence or mediating effect of a mix of socioeconomic and sociodemographic variables, including the students' countries of origin (Borraccino et al, 2018;Soriano & Cala, 2018), their age at arrival in their adopted country (Bausela-Herreras, 2017), native languages, teacher training, and the readiness of education systems (Esteban, 2019). These variables may help us to explain the differences found between native and immigrant students.…”

(Methodological) nationalism and academic debates on the integration of migrant children

“…Education is perceived as the basis for the acquisition of skills and knowledge and is therefore an important facilitator of a migrant's future economic inclusion and upward mobility. Schools are also seen as having a role in responding to the needs of migrants in terms of their well-being, language acquisition, and the development of relationships with peers and teachers (Due et al 2015;Soriano & Cala, 2018), providing a safe and stable environment for refugee children (Aydin et al, 2019;Block et al, 2014;Seker & Sirkeci, 2015) and a place where discrimination, racism, and stigmatization can be actively countered (Medari c & Sedmak, 2012). However, studies also emphasize that teachers are not immune to various forms of stereotyping; while they do not necessarily overtly express negative attitudes towards migrants, ethnic stereotypes and prejudices manifest themselves in many different forms (Tenenbaum & Ruck, 2007), which can lead to migrant children achieving lower grades and leaving school sooner than their non-migrant peers (de Heer et al, 2015;Katz & Isik-Ercan 2015;Pugh et al, 2012).…”

Perspectiva moral de las emociones en los contextos de educación formal

“…En el terreno de la educación, el bienestar subjetivo podría plantearse como una meta educativa, la cual se tendría que enmarcar en las condiciones éticas de la sociedad o incluso rasgos culturales, en los que se identifican los aspectos positivos y fortalezas (Soriano y Cala, 2018). Ante esta posibilidad, es importante señalar que las emociones en el contexto educativo no pueden mantener el valor otorgado por la teoría del bienestar subjetivo, ya que lo positivo y negativo no estaría únicamente determinado por lo que siente el sujeto, sino por normas objetivas fundadas en la moral.…”