不同的关系:评估和比较移民和非移民学生的社会和情感调整因素之间的关联
Mafalda L Campos1,2, Francisco Peixoto1,2
1ISPA - Instituto Universitário de Ciências Psicológicas, Sociais e da Vida, Lisboa, Portugal.
The British journal of educational psychology
|April 3, 2025
概括
移民学生经历更多的欺凌和友质量较低. 社会因素的差异社会因素的差异
科学领域:
- 教育心理学教育心理学
- 教育社会学教育的社会学
- 移民学生研究 移民学生研究
背景情况:
- 移民学生面临着独特的教育挑战.
- 现有的研究不足地解决了社会学校因素,调整和移民身份之间的联系.
- 了解这些不平等的细微差别至关重要.
研究的目的:
- 探索欺凌,同龄人/教师关系,动机,福祉和学校归属之间的关联.
- 为了比较本地和非本地学生之间的这些关联.
- 调查第一代 (1G) 和第二代 (2G) 移民学生之间的差异.
主要方法:
- 使用结构方程建模 (SEM) 来测试一个理论模型.
- 用多组分析来比较本地和非本地学生群体.
- 额外的分析检查了1G和2G移民学生之间的差异.
主要成果:
- 移民身份与欺凌的增加和友质量的降低相关.
- 第一代 (1G) 移民报告说,与第二代 (2G) 同龄人相比,他们的友较差.
- 社会经济地位 (SES) 在本地,1G和2G群体中显示出与欺凌和友的差异关联.
- 欺凌对幸福感的负面影响对2G学生来说是显著的,但不是1G移民.
结论:
- 原住民,1G和2G移民学生在社会和情感学校因素的相互作用中表现出不同的模式.
- 这些发现凸显了移民学生群体内的异质性.
- 这项研究强调了需要根据移民背景和世代考虑量身定制的支持系统.
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