Department of Psychology, Dickinson College, Carlisle, PA, USA.
Department of Psychology, Fordham University, Bronx, NY, USA.
Int J Psychol. 2020 Oct;55(5):743-753. doi: 10.1002/ijop.12672. Epub 2020 Apr 13.
Parents and friends can help facilitate the academic engagement of newcomer immigrant youth during the early post-migration years. Using an accelerated longitudinal design and the integrative risk and resilience framework, we examined how parent home involvement and friendships were directly and indirectly associated with the development of newcomer immigrant youths' academic engagement. We used data from three waves (Years 3-5) of the Longitudinal Immigrant Student Adaptation study where a culturally diverse group of immigrant youth (N = 354, ages 10-17, M = 3.98 years, SD = 1.39) in the United States reported on their perceptions of parent home involvement (educational values and communication) and friendship (educational values and academic support) in Year 3 and on their academic engagement (behavioural and emotional) across 3 years. Findings showed high-stable behavioural and emotional engagement and direct positive associations between perceptions of parent home involvement and initial levels of behavioural and emotional engagement and between perceptions of friend educational values and initial levels of emotional engagement. Additionally, perceptions of parents' educational values indirectly contributed to initial levels of emotional engagement through positive associations with perceptions of friends' educational values. These findings can inform family-school partnerships and school-interventions targeting newcomer immigrant youths' engagement.
父母和朋友可以帮助新移民青年在移民后的早期阶段促进学业参与。本研究采用加速纵向设计和综合风险与恢复力框架，考察了父母家庭参与和友谊如何直接和间接地与新移民青年学术参与的发展相关。我们使用了“移民学生适应纵向研究”（Longitudinal Immigrant Student Adaptation study）的三年数据（第 3 至 5 年），该研究中的移民青年（N=354，年龄 10-17 岁，M=3.98 岁，SD=1.39 岁）具有文化多样性，他们在第 3 年报告了对父母家庭参与（教育价值观和沟通）和友谊（教育价值观和学术支持）的看法，并在三年内报告了他们的学业参与（行为和情感）。研究结果显示，行为和情感参与具有较高的稳定性，父母家庭参与感与行为和情感参与的初始水平之间以及朋友的教育价值观与情感参与的初始水平之间存在直接的正相关。此外，父母的教育价值观通过与朋友的教育价值观之间的积极关联，间接地促进了情感参与的初始水平。这些发现可以为以新移民青年为目标的家庭-学校伙伴关系和学校干预措施提供信息。
