School engagement trajectories of immigrant youth: Risks and longitudinal interplay with academic success.

Autor/inn/en	Motti-Stefanidi, Frosso; Masten, Ann; Asendorpf, Jens B.
Titel	School engagement trajectories of immigrant youth: Risks and longitudinal interplay with academic success. Gefälligkeitsübersetzung: Verläufe des schulischen Engagements bei jugendlichen Migranten: Risiken und längsschnittliches Zusammenspiel mit akademischem Erfolg.
Quelle	In: International journal of behavioral development, 39 (2015) 1, S. 32-42Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0165-0254; 1464-0651
DOI	10.1177/0165025414533428
Schlagwörter	Schulschwänzen; Schüler; Schülerleistung; Versagen; Engagement; Migration
Abstract	Examined behavioral school engagement trajectories of immigrant and nonimmigrant early adolescents in relation to their academic achievement. Data were based on teacher judgments and school records. Students from immigrant families living in Greece and their nonimmigrant classmates (N = 1,057) were assessed over the three years of middle school (from ages 13 to 15 years). Academic achievement influenced later school engagement more strongly than vice versa for both immigrant and nonimmigrant students. Low achievement, being an immigrant student, and social adversity were found to be risk factors for the initial level of behavioral engagement. An overall increase in students' absenteeism over the course of the study was stronger for immigrant students. The immigrant status effect was due to immigrant students' lower achievement. The results suggest that immigrant youth may disengage from school to protect themselves from academic failure. This would also be a plausible explanation for earlier findings that immigrant and nonimmigrant students do not differ in psychological well-being, even though immigrant students have significantly lower academic achievement. Implications for interventions to promote academic achievement and to prevent disengagement in immigrant students are discussed. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2026/3