Cascades linking school achievement and engagement to the acculturation of immigrant-origin youth.

Autor/inn/en	Motti-Stefanidi, Frosso; Pavlopoulos, Vassilis; Asendorpf, Jens
Titel	Cascades linking school achievement and engagement to the acculturation of immigrant-origin youth. Gefälligkeitsübersetzung: Kaskaden, die schulische Leistungen und Engagement mit der Akkulturation von Jugendlichen mit Migrationshintergrund verbinden.
Quelle	In: European journal of developmental psychology, 20 (2023) 6, S. 1021-1041 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1740-5610; 1740-5629
DOI	10.1080/17405629.2023.2184338
Schlagwörter	Akkulturation; Identitätsbildung; Schüler; Schülerin; Schülerleistung; Engagement; Ethnische Identität; Migration
Abstract	Low academic achievement has been shown to lead to higher disengagement from school, the main acculturative arena for immigrant-origin youth. Therefore, we tested the hypothesis that their disengagement from school will lead over time to lower involvement with the national culture and higher involvement with the ethnic culture. To test this hypothesis, we examined developmental cascades linking academic achievement to school engagement and spreading to national and ethnic acculturation, in a three-wave longitudinal study of immigrant adolescents in Greece. Cross-lagged analyses revealed that lower academic achievement cascaded over time to decreases in school engagement, which in turn cascaded to decreases in national, and increases in ethnic, involvement. School engagement fully longitudinally mediated the effects of academic achievement on both national and ethnic involvement. All cross-lagged effects in the reverse direction were non-significant. The results highlight the importance of schools in immigrant-origin youth's involvement with the national culture. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2024/1