The role of engagement in immigrant students’ academic resilience

Andrew J. Martin; Emma C. Burns; Rebecca J. Collie; Matthew Cutmore; Shona MacLeod; Vicki Donlevy

doi:10.1016/j.learninstruc.2022.101650

The role of engagement in immigrant students’ academic resilience

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

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21 Citas (Scopus)

Resumen

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.

Idioma original	English
Número de artículo	101650
Publicación	Learning and Instruction
Volumen	82
DOI	https://doi.org/10.1016/j.learninstruc.2022.101650
Estado	Published - dic. 2022
Publicado de forma externa	Sí

Nota bibliográfica

Funding Information:
This study was in part funded by the European Commission (Grant # EAC/15/2017 ).

Publisher Copyright:
© 2022 The Authors

ASJC Scopus Subject Areas

Education
Developmental and Educational Psychology

ODS de las Naciones Unidas

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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{\textquoteright} 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.",

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AU - Burns, Emma C.

AU - Collie, Rebecca J.

AU - Cutmore, Matthew

AU - MacLeod, Shona

AU - Donlevy, Vicki

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AB - 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.

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The role of engagement in immigrant students’ academic resilience

Resumen

Nota bibliográfica

ASJC Scopus Subject Areas

ODS de las Naciones Unidas

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