The adaptation and well-being of adolescent immigrants in Greek schools: A multilevel, longitudinal study of risks and resources

2012 ◽  
Vol 24 (2) ◽  
pp. 451-473 ◽  
Author(s):  
Frosso Motti-Stefanidi ◽  
Jens B. Asendorpf ◽  
Ann S. Masten
Keyword(s):  
Academic Achievement ◽  
Self Efficacy ◽  
Second Generation ◽  
Initial Level ◽  
Immigrant Youth ◽  
Well Being ◽  
Immigrant Status ◽  
School Involvement ◽  
Peer Popularity ◽  
Over Time

AbstractThis study examined growth patterns in adaptation of immigrant youth from a risk and resilience perspective. Students from first- and second-generation immigrant families living in Greece and their nonimmigrant classmates (N= 1,057) were assessed over the first 3 years of secondary school (ages 13–15). Three-level hierarchical linear models were used to disentangle individual and classroom-level effects on initial level and change in academic achievement, conduct, peer popularity, and psychological well-being. At the individual level, adaptation was more related to self-efficacy and parental school involvement (resources) than immigrant status and social adversity (risks). Only for academic achievement did risks explain variance when resources were controlled. Parental school involvement moderated the effect of immigrant status for initial level and growth in achievement. For all students, achievement and conduct worsened over time. At the classroom level, socioeconomic and ethnic composition of the classroom moderated the effects of self-efficacy and immigrant status on academic achievement and peer popularity, respectively. Second-generation immigrants were more popular than first-generation immigrants, but showed a larger decrease over time in school achievement. Results support a developmental, differentiated, and contextualized approach to the study of immigrant youth adaptation.

scholarly journals The Relationship Between Self-Esteem, Self-Efficacy, Family and Life Satisfaction, Loneliness and Academic Achievement During Adolescence / Odnos između samopoštovanja, samoučinkovitosti, zadovoljstva s obitelji i životom, usamljenosti i akademskoga postignuća tijekom adolescencije

2021 ◽  
Vol 23 ◽  
Author(s):  
Ina Reić Ercegovac ◽  
Toni Maglica ◽  
Maja Ljubetić
Keyword(s):  
Academic Achievement ◽  
Life Satisfaction ◽  
Self Efficacy ◽  
Short Form ◽  
Well Being ◽  
Self Esteem ◽  
Efficacy Beliefs ◽  
Female Adolescents ◽  
The Relationship ◽  
Academic Self Efficacy

This study aimed to explore the relationship between self-esteem, self-efficacy, family and life satisfaction, loneliness and academic achievement during adolescence. A total of 180 male and 301 female adolescents aged 10 to 17 (M=12.45 years, SD=2.66), from two primary and two secondary schools from the city of Split, participated in the study. To achieve the research goal, we administered the general data questionnaire, Self-Efficacy Questionnaire for Children and Adolescents (Vulić Prtorić Sorić, 2006), Family Satisfaction Scale (Vulić Prtorić, 2004), the short-form UCLA Loneliness Scale (Russell, 1996), and the Rosenberg Self-Esteem Scale (Rosenberg, 1965). The results indicated that female adolescents performed better in Croatian than male adolescents, who in turn assessed themselves as being more emotionally efficient than female adolescents. Regarding age, preadolescents were more satisfied, performed better academically, and exhibited higher levels of academic self-efficacy and self-esteem than older adolescents. The results of the regression analysis showed that higher academic self-efficacy and lower emotional self-efficacy were the strongest predictors of academic achievement. Research findings suggest that higher self-esteem and self-efficacy beliefs in all domains could have a protective role in well-being of adolescents and, finally, they point to the importance of developing high self-efficacy beliefs, especially academic ones, for academic achievement.Key words: academic achievement; adolescence; self-concept; satisfaction, loneliness---Ovim istraživanjem nastojalo se ispitati odnos između samopoštovanja, samoučinkovitosti, zadovoljstva s obitelji i životom, usamljenosti i akademskoga postignuća tijekom adolescencije. U istraživanju je sudjelovalo ukupno 180 adolescenata i 301 adolescentica u dobi od 10 do 17 godina (M = 12,45 godina, SD = 2,66), iz dvije osnovne i dvije srednje škole iz Splita. Kako bismo ostvarili cilj istraživanja, koristili smo sljedeće instrumente: Upitnik općih podataka, Upitnik samoučinkovitosti djece i adolescenata (Vulić Prtorić i Sorić, 2006), Skalu obiteljskoga zadovoljstva (Vulić Prtorić, 2004), kratki oblik Skale usamljenosti Sveučilišta u Kaliforniji (UCLA) (Russell, 1996) i Opću skalu samopoštovanja (Rosenberg, 1965). Rezultati pokazuju da su adolescentice bolje u Hrvatskom jeziku od adolescenata, koji su procijenili da su emocionalno učinkovitiji od ženskih adolescenata. S obzirom na dob, predadolescenti bili su zadovoljniji, imali bolju akademsku izvedbu i pokazivali više razine akademske samoučinkovitosti nego stariji adolescenti. Rezultati regresijske analize naglasili su višu akademsku samoučinkovitost i nižu emocionalnu samoučinkovitost kao najsnažnije prediktore akademskoga postignuća. Rezultati istraživanja pokazuju da više samopoštovanje i viša uvjerenja u samoučinkovitost u svim domenama mogu očuvati dobrobit adolescenata. Osim toga, rezultati ukazuju na važnost razvijanja snažnih uvjerenja u samoučinkovitost, posebno akademsku, za akademsko postignuće.Ključne riječi: adolescencija; akademsko postignuće; samopoimanje; usamljenost; zadovoljstvo

School engagement trajectories of immigrant youth

2014 ◽  
Vol 39 (1) ◽  
pp. 32-42 ◽  
Author(s):  
Frosso Motti-Stefanidi ◽  
Ann Masten ◽  
Jens B. Asendorpf
Keyword(s):  
Academic Achievement ◽  
School Engagement ◽  
Immigrant Students ◽  
Immigrant Youth ◽  
Academic Failure ◽  
Well Being ◽  
Teacher Judgments ◽  
Achievement Data ◽  
Status Effect ◽  
Social Adversity

We examined behavioral school engagement trajectories of immigrant and non-immigrant 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 non-immigrant classmates ( N = 1057) were assessed over the three years of middle school (ages 13 to 15). Academic achievement influenced later school engagement more strongly than vice versa for both immigrant and non-immigrant 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 non-immigrant 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.

scholarly journals Health Status Stability of Patients in a Medical Rehabilitation Program: What Are the Roles of Time, Physical Fitness Level, and Self-efficacy?

2021 ◽  
Author(s):  
Qianqian Ju ◽  
Yiqun Gan ◽  
Robin Rinn ◽  
Yanping Duan ◽  
Sonia Lippke
Keyword(s):  
Mental Health ◽  
Physical Fitness ◽  
Physical Health ◽  
Self Efficacy ◽  
Initial Level ◽  
Medical Rehabilitation ◽  
Rehabilitation Center ◽  
Rehabilitation Treatment ◽  
Mental And Physical Health ◽  
Over Time

Abstract Background Individuals’ physical and mental health, as well as their chances of returning to work after their ability to work is damaged, can be addressed by medical rehabilitation. Aim This study investigated the developmental trends of mental and physical health among patients in medical rehabilitation and the roles of self-efficacy and physical fitness in the development of mental and physical health. Design A longitudinal design that included four time-point measurements across 15 months. Setting A medical rehabilitation center in Germany. Population Participants included 201 patients who were recruited from a medical rehabilitation center. Methods To objectively measure physical fitness (lung functioning), oxygen reabsorption at anaerobic threshold (VO2AT) was used, along with several self-report scales. Results We found a nonlinear change in mental health among medical rehabilitation patients. The results underscored the importance of medical rehabilitation for patients’ mental health over time. In addition, patients’ physical health was stable over time. The initial level of physical fitness (VO2AT) positively predicted their mental health and kept the trend more stable. Self-efficacy appeared to have a positive relationship with mental health after rehabilitation treatment. Conclusions This study revealed a nonlinear change in mental health among medical rehabilitation patients. Self-efficacy was positively related to mental health, and the initial level of physical fitness positively predicted the level of mental health after rehabilitation treatment. Clinical Rehabilitation More attention could be given to physical capacity and self-efficacy for improving and maintaining rehabilitants’ mental health.

scholarly journals Longitudinal interplay between peer likeability and youth’s adaptation and psychological well-being: A study of immigrant and nonimmigrant adolescents in the school context

2020 ◽  
Vol 44 (5) ◽  
pp. 393-403 ◽  
Author(s):  
Frosso Motti-Stefanidi ◽  
Vassilis Pavlopoulos ◽  
Stefanos Mastrotheodoros ◽  
Jens B. Asendorpf
Keyword(s):  
Peer Relations ◽  
Intergroup Contact ◽  
School Adjustment ◽  
School Context ◽  
Well Being ◽  
Immigrant Status ◽  
Multiple Sources ◽  
Psychological Well Being ◽  
Direction Of Effects ◽  
Over Time

The present study examined the direction of effects between peer likeability and youth’s school adjustment and psychological well-being, and the moderation of these effects by students’ immigrant status. One thousand one hundred and eighteen students (63% immigrants) nested in 57 Greek middle-school classrooms took part in the study (Wave 1; age M = 12.6 years). Data were collected from multiple sources and informants. The results reveal complex, in some cases bidirectional effects over time between peer likeability and different indices of school adjustment and psychological well-being. Being liked by Greek, but not by immigrant, classmates influenced students’ well-being over time. In contrast, being liked by either immigrant or Greek classmates predicted changes in students’ school adjustment. The results highlight the importance of supporting positive peer relations among youth in order to promote other adaptation outcomes. In the case of immigrant youth, they suggest that interventions need to promote positive intergroup contact between them and their nonimmigrant classmates in order to support their well-being.

scholarly journals A Longitudinal Study of Relations Among Adolescents’ Self-Esteem, General Self-Efficacy, Career Adaptability, and Life Satisfaction

2019 ◽  
pp. 089484531986169 ◽  
Author(s):  
Jenny Marcionetti ◽  
Jérôme Rossier
Keyword(s):  
Life Satisfaction ◽  
Self Efficacy ◽  
Well Being ◽  
Self Esteem ◽  
The Other ◽  
Career Adaptability ◽  
Career Concern ◽  
The Impact ◽  
General Self Efficacy ◽  
Over Time

Self-esteem, general self-efficacy, and career adaptability, which include career concern, control, curiosity, and confidence, are important resources for adolescents who are required to make important educational and professional choices. No studies have investigated how these resources codevelop over time and their impact on life satisfaction. To more precisely study this codevelopment and the impact of these resources on well-being, 357 Swiss adolescents were assessed 3 times during the last 17 months of compulsory school. The results showed an interrelationship between career adaptability and self-efficacy and a unidirectional effect of self-esteem on life satisfaction over time. They also highlighted the importance of career adapt-ability concerns for predicting the other three career adapt-abilities. Overall, the results suggested that in adolescents, higher levels of career adaptability may favor higher levels of general self-efficacy and that higher levels of self-esteem may induce higher levels of life satisfaction. Implications for practice are discussed.

scholarly journals Psychological Strengths Contributing to Rural Student’s Academic Performance in Kadazandusun

2021 ◽  
Vol 4 (2) ◽  
Author(s):  
Getrude C. Ah Gang Grace
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Academic Success ◽  
Achievement Motivation ◽  
Self Efficacy ◽  
Well Being ◽  
Rural Students ◽  
Psychological Well Being ◽  
Academic Self Efficacy ◽  
Psychological Strengths

Achieving academic success is a shared dream among students. To achieve academic success, psychological strengths, such as psychological well-being, academic self-efficacy, and motivation, are predictors of students’ academic achievement. To examine these factors, a study was conducted on rural students from the Kadazandusun community residing in the interior Sabah division. It is predicted that each of these psychological factors may contribute to the academic achievement of these rural students. There were 668 Kadazandusun rural students from 17 rural schools in Sabah who participated in this study. A set of questionnaires comprising four parts was used to measure all the variables based on the following sequence: Section A measured demographic variables, Section B measured psychological well-being, Section C measured achievement motivation, and Section D measured academic self-efficacy. The simple regression analysis showed that each psychological factor moderately affected academic achievement. Psychological well-being, achievement motivation, and academic self-efficacy contributed 4.4%, 2.2%, and 5.1% of the variance in students’ academic achievement, respectively. This study’s results may give the Ministry of Education, schools, and parents a glimpse of hope that despite educational limitations, such as lack of infrastructure and geographical location, students’ psychological strengths can enhance rural students’ academic performance. Therefore, the educational authorities can provide more programmes regarding works that increase psychological well-being, motivation, and academic efficacy, which may contribute to the academic success of rural students.

scholarly journals Mental Health Outcomes of Immigrant and Non-Immigrant Youth in New Zealand: Exploring the Immigrant Paradox

2021 ◽  
Author(s):  
◽  
Floor Elisabeth Spijkers
Keyword(s):  
Mental Health ◽  
Depressive Symptoms ◽  
New Zealand ◽  
Health Outcomes ◽  
First Generation ◽  
Second Generation ◽  
Immigrant Youth ◽  
Well Being ◽  
Mental Health Outcomes ◽  
Immigrant Paradox

<p>The Immigrant Paradox can be defined as the counterintuitive finding that immigrants show better adaptation outcomes than their non-immigrant peers despite their often poorer socio-economic conditions (Sam, Vedder, Ward, & Horenczyk, 2006). However, the advantage observed in first-generation immigrants is often diminished, if not lost, by the second generation. The current study explored the Immigrant Paradox by looking at well-being and depressive symptoms in a total of 7053 European, Asian, Pacific, and ‘Other’ secondary school youth in New Zealand. The mental health outcomes of first-generation, second-generation and non-immigrant youth were compared with a set of one-way ANOVAs. In addition, hierarchical regressions were performed to identify the role of acculturation, perceived discrimination and ethnicity in the relation between immigrant generation and the mental health outcomes. The findings indicated support for the Immigrant Paradox in only one instance, specifically in the well-being of first- and second-generation Pacific youth in comparison to their non-immigrant peers. Although results varied across ethnic groups, overall results indicated that non-immigrant youth had better mental health outcomes than immigrant youth and that second-generation adolescents had better outcomes than their first-generation peers. In addition, although acculturation and perceived discrimination were both significant predictors of mental health, these factors did not eliminate generational differences in either depressive symptoms or well-being. In the end, the Immigrant Paradox seems to exist only in some countries, among some groups, and in terms of some outcome variables. Furthermore, ethnicity was shown to be a critical factor in understanding immigrants’ mental health.</p>

scholarly journals Beyond Conventional Classroom Learning: Linking Emotions and Self-Efficacy to Academic Achievement and Satisfaction with Online Learning during the COVID-19 Pandemic

2021 ◽  
Vol 8 (4) ◽  
pp. 367-374
Author(s):  
Chooi-Seong Lai ◽  
Kah-Mun Au ◽  
Chee-Seong Low
Keyword(s):  
Academic Achievement ◽  
Online Learning ◽  
Self Efficacy ◽  
Learning Experience ◽  
Well Being ◽  
Behavioral Adaptations ◽  
Study Techniques ◽  
Conventional Classroom ◽  
The Impact ◽  
Mental Well Being

This study examined the impact of online learning on students’ mental well-being, distress, anxiety, academic achievement and satisfaction with online learning. A total of 915 undergraduates in Malaysia and Indonesia responded to the Google Classroom Evaluation survey. Results indicated that students’ mental well-being was negatively impacted by financial difficulties, concern that their physical health may suffer due to exposure to Covid-19, and a lack of motivation for online learning. Analysis of emotional factors revealed distress and feelings of nervousness when classes were conducted online. Overall, participants were satisfied with the online learning experience, as was evident from the academic achievement in courses conducted with above average CGPA. Multiple regression analysis indicated that distress, anxiety and self-efficacy in online learning were significant predictors of satisfaction with online learning, with self-efficacy in online learning making the largest contribution. However, academic achievement was not a significant predictor of satisfaction with online learning. It is recommended that higher learning institutions provide counselling, behavioral adaptations and study techniques to support students in managing their distress and anxiety surrounding online learning, which is anticipated to continue throughout 2021 due to the increase in virus cases.

Caribbean Immigrant Youths’ Ethnic Identity and Academic Achievement: The Role of Academic Beliefs

2020 ◽  
pp. 0044118X2098138
Author(s):  
Naila A. Smith ◽  
Barbara Thelamour ◽  
Margaret X. Booth
Keyword(s):  
Academic Achievement ◽  
Ethnic Identity ◽  
Academic Success ◽  
Self Efficacy ◽  
Second Generation ◽  
Immigrant Students ◽  
Academic Aspirations ◽  
Hispanic Caribbean ◽  
Academic Beliefs ◽  
Academic Self Efficacy

Ethnic identity (EI) can facilitate racially and ethnically marginalized youths’ academic achievement but the mediating process by which it exerts its influence is unclear. This study examines how EI is associated with academic achievement through academic beliefs in a sample of Caribbean first and second generation immigrant adolescents whose identities are connected to cultural groups outside of the U.S. Youth ( N = 128; 12–18 years old, M = 16.32, SD = 1.81; 69.3% second generation; 58.6% Black) reported on their EI affirmation and belonging and EI achievement, academic self-efficacy, academic aspirations, and grades. Results of our serial mediation model showed that stronger EI achievement was associated with higher academic self-efficacy and in turn higher academic aspirations, and higher grades. These findings offer potential targets (i.e., academic self-beliefs) for supporting the academic success of Black and Hispanic Caribbean immigrant students and have implications for their boosting educational outcomes.

Sign in / Sign up

Export Citation Format

Share Document