University at Buffalo, State University of New York, Buffalo, NY, USA.
J Youth Adolesc. 2012 Nov;41(11):1409-25. doi: 10.1007/s10964-012-9763-x. Epub 2012 Apr 8.
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.
对于学生的学习和学业成功而言至关重要的是，移民儿童的学校参与度也反映了他们对新国家主要机构的适应程度。对来自 41 个国家的 276165 名 15 岁学生（50%为女性）及其 10789 名校长的问卷调查答复进行的分析表明，学校参与度具有明显但联系较弱的认知和情感成分。与移民学生或在家讲外语的学生相比，本土学生对学校的态度（认知参与度）较弱，但对学校的归属感（情感参与度）较强。与其他学生相比，与教师关系较好、得到教师支持或所在班级纪律氛围较好的学生往往对学校的归属感更强，对学校的态度也更好。尽管移民学生通常对学校持坚定的态度，但教师可以帮助他们增强对学校的归属感。
