title: Immigrant students' emotional and cognitive engagement at school: a multilevel analysis of students in 41 countries.
abstract: Central to student learning and academic success, the school engagement of immigrant children also reflects their adaptation to a primary institution in their new country. Analysis of questionnaire responses of 276,165 fifteen-year-olds (50 % female) and their 10,789 school principals in 41 countries showed that school engagement has distinct, weakly-linked cognitive and emotional components. Native students had weaker attitudes toward school (cognitive engagement) but greater sense of belonging at school (emotional engagement) than immigrant students or students who spoke a foreign language at home. Students with better teacher-student relationships, teacher support or a classroom disciplinary climate often had a greater sense of belonging at school and had better attitudes toward school than other students. While immigrant students often have solid attitudes toward school, teachers can help them feel a greater sense of belonging at school.
authors.affiliation: University at Buffalo, State University of New York, Buffalo, NY, USA. mingmingchiu@gmail.com
authors.forename: Ming Ming
authors.initials: MM
authors.lastname: Chiu
authors.forename: Suet-ling
authors.initials: SL
authors.lastname: Pong
authors.forename: Izumi
authors.initials: I
authors.lastname: Mori
authors.forename: Bonnie Wing-Yin
authors.initials: BW
authors.lastname: Chow
mesh_terms: D000223:Adaptation, Psychological; D000293:Adolescent; D001290:Attitude; D003071:Cognition; D054242:Emigrants and Immigrants / Q000523:psychology*; D004644:Emotions; D005260:Female; D006801:Humans; D007398:Interpersonal Relations; D008297:Male; D008960:Models, Psychological; D015233:Models, Statistical; D000297:Psychology, Adolescent; D012574:Schools; D012917:Social Adjustment; D013334:Students / Q000523:psychology*; D011795:Surveys and Questionnaires