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Performance and well-being of native and immigrant students. Comparative analysis based on PISA 2018.
Rodríguez, Susana; Valle, Antonio; Gironelli, Ludmila Martins; Guerrero, Estefania; Regueiro, Bibiana; Estévez, Iris.
Afiliación
  • Rodríguez S; Department of Psychology, University of A Coruña, Campus de Elviña s/n, 15071, A Coruña, Spain.
  • Valle A; Department of Psychology, University of A Coruña, Campus de Elviña s/n, 15071, A Coruña, Spain.
  • Gironelli LM; Department of Psychology, University of A Coruña, Campus de Elviña s/n, 15071, A Coruña, Spain.
  • Guerrero E; Department of Psychology, University of A Coruña, Campus de Elviña s/n, 15071, A Coruña, Spain.
  • Regueiro B; Department of Pedagogy and Didactics, University of Santiago de Compostela, Campus Vida, s/n, 15782, Santiago de Compostela, Spain.
  • Estévez I; Department of Pedagogy and Didactics, University of A Coruña, Campus de Elvi\ña s/n, 15071, A Coruña, Spain. Electronic address: iris.estevezb@udc.es.
J Adolesc ; 85: 96-105, 2020 12.
Article en En | MEDLINE | ID: mdl-33120032
INTRODUCTION: The emotional, cultural, and economic changes involved in the process of coping with migration can be particularly difficult during adolescence. How education systems respond to the challenges posed by the flow of immigration has profound implications for society. One of the ways that students can demonstrate their adaptation to the education system is by their academic performance. In addition, in many education systems well-being has been shown to be directly related to performance. Therefore, this study aims at examine the differences between native and immigrant students in mathematics and science skills, and in well-being indicators evaluated in PISA 2018. METHOD: We performed multivariate analysis of variance (MANOVA) based on the results of PISA 2018 evaluation, obtained from the official OECD database. The sample was 7099 Spanish students (49.5% girls; 50.5% boys), with a mean age of 15.83 years old (SD = 0.29). A little under half (42%) were native students, 35.5% were first generation-immigrant students, and 22.7% were second-generation immigrant students. RESULTS: The native students demonstrated higher levels of mathematics and science skills than the two groups of immigrant students, and had significantly higher means in positive affect, self-efficacy-resilience, and feeling of belonging at school. Although life satisfaction was no different between the immigrant and native groups, the second-generation immigrants showed higher rates of positive affect, and a greater sense of belonging to the school than the first-generation immigrants. CONCLUSIONS: We suggest future lines of research and the need to produce explanatory models that consider the complexity of migratory processes.
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Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Asunto principal: Emigrantes e Inmigrantes / Rendimiento Académico Tipo de estudio: Prognostic_studies Límite: Adolescent / Female / Humans / Male Idioma: En Revista: J Adolesc Año: 2020 Tipo del documento: Article País de afiliación: España Pais de publicación: Reino Unido
Texto completo
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Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Asunto principal: Emigrantes e Inmigrantes / Rendimiento Académico Tipo de estudio: Prognostic_studies Límite: Adolescent / Female / Humans / Male Idioma: En Revista: J Adolesc Año: 2020 Tipo del documento: Article País de afiliación: España Pais de publicación: Reino Unido