Literaturnachweis - Detailanzeige
| Autor/inn/en | Ho, Ngai Kwan Nicole; Schweitzer, Robert D.; Khawaja, Nigar G. |
|---|---|
| Titel | Academic Achievement among Recently Arrived Chinese Adolescent Migrants: The Role of Social Support, School Belonging, and Acculturative Stress |
| Quelle | In: Journal of Psychologists and Counsellors in Schools, 27 (2017) 1, S.24-36 (13 Seiten)
PDF als Volltext |
| Zusatzinformation | ORCID (Schweitzer, Robert D.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1037-2911 |
| Schlagwörter | Academic Achievement; Adolescent Attitudes; Social Support Groups; Sense of Community; Acculturation; Stress Variables; Student School Relationship; Migrants; Performance Factors; Questionnaires; Asians; Secondary Education; Foreign Countries; Australia; China |
| Abstract | Factors contributing to academic achievement among recently arrived Chinese adolescents in Australia remain relatively underexplored. Previous studies focused on Asian migrants, including Chinese, but did not distinguish Chinese from other Asian migrants. The current study specifically looks at Chinese migrants who have recently arrived, as opposed to Asian migrants. This study aims to explore the role of social support, school belonging, and acculturative stress on academic achievement of recently arrived Chinese adolescents (n = 55). Questionnaires were administered to this sample. The results indicated that school belonging, interestingly, was negatively associated with academic achievement. Perceived social support and acculturative stress were not significantly associated with academic achievement. The findings provide insights into risk and protective factors influencing academic achievement of Chinese migrants. Implications of the findings are discussed. (As Provided). |
| Anmerkungen | Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994-2133. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: subscriptions_newyork@cambridge.org; Web site: http://journals.cambridge.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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