Work

The role of engagement in immigrant students’ academic resilience

Year: 2022

Type: article

Abstract: Academic resilience refers to academic success despite chronic socio-educational adversity. Given increases in immigration across the world in the past decade (including in Europe), there have been calls to identify factors (e.g., engagement) that can better support immigrant students’ academic resilience. With a sample of N = 17,241 immigrant students from 18 European countries, the present investigation employed multi-level probit regression to determine the extent to which cognitive, behavioral, and social-emotional engagement predict academic resilience status at both the student- and school-level. Findings revealed that cognitive engagement and behavioral engagement, at both the student- and school-level, are positively associated with academic resilience (yielding moderate and large effect sizes), while the findings regarding social-emotional engagement were more equivocal.

Source: Learning and Instruction

DOI: 10.1016/j.learninstruc.2022.101650

Authors: Andrew J. Martin, Emma C. Burns, Rebecca J. Collie, Matthew Cutmore, Shona MacLeod, Vicki Donlevy

Institutions: UNSW Sydney, Macquarie University, Ecorys (United Kingdom)

Language: English

Topic: Education and experiences of immigrants and refugees

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: hybrid

Estimated APC paid: $3,550