Department of Psychology, University of A Coruña, Campus de Elviña s/n, 15071, A Coruña, Spain.
Department of Pedagogy and Didactics, University of Santiago de Compostela, Campus Vida, s/n, 15782, Santiago de Compostela, Spain.
J Adolesc. 2020 Dec;85:96-105. doi: 10.1016/j.adolescence.2020.10.001. Epub 2020 Oct 26.
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.
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.
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.
We suggest future lines of research and the need to produce explanatory models that consider the complexity of migratory processes.
在应对移民过程中所涉及的情感、文化和经济变化，在青少年时期可能特别困难。教育系统如何应对移民流动带来的挑战，对社会有着深远的影响。学生适应教育系统的一种方式是通过他们的学业成绩。此外，在许多教育系统中，幸福感与表现直接相关。因此，本研究旨在考察 2018 年 PISA 评估中，本土学生和移民学生在数学和科学技能以及幸福感指标方面的差异。
我们基于 OECD 官方数据库中 2018 年 PISA 评估的结果，进行了多元方差分析（MANOVA）。样本为 7099 名西班牙学生（49.5%为女生；50.5%为男生），平均年龄为 15.83 岁（SD=0.29）。略低于一半（42%）为本土学生，35.5%为第一代移民学生，22.7%为第二代移民学生。
本土学生在数学和科学技能方面的表现优于其他两组移民学生，在积极情绪、自我效能感-韧性和对学校的归属感方面的平均值也显著更高。尽管移民和本土学生的生活满意度没有差异，但第二代移民的积极情绪比例更高，对学校的归属感也比第一代移民更强。
我们建议未来开展研究并建立解释模型，以考虑移民过程的复杂性。
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