难民和移民背景的家长的学术参与,资源和孩子在德国低收入小学的调整
S Chwastek1, B Leyendecker1, P Jugert2
1Child and Family Research, Faculty of Psychology, Ruhr-University, Bochum, Germany.
Frontiers in psychology
|September 26, 2025
概括
家长的学术参与并没有直接影响孩子的学校适应. 难民和最近移民 (RRI) 家庭面临资源障碍,强调需要增加支持以促进参与.
科学领域:
- 社会学 社会学 社会学
- 教育教育教育教育教育教育.
- 心理学 心理学 心理学
背景情况:
- 难民和近期移民 (RRI) 家庭经常生活在弱势社区,可能会阻碍孩子的学业发展.
- 对RRI家长的学术参与和资源对孩子学校调整的影响的研究是有限的.
- 本研究探讨了不同家庭背景的父母学术参与,资源和孩子的学校适应之间的关系.
研究的目的:
- 探索家长的学术参与,可用的资源和孩子的学校调整之间的联系.
- 确定特定形式的家长学术参与和资源,以及他们的促进者和障碍.
- 为了比较难民,最近移民,移民背景和非移民家庭的资源水平和参与模式.
主要方法:
- 对德国低收入社区的108名阿拉伯语家长进行了结构化的电话采访.
- 这些措施包括家庭和学校的参与,各种家长和学校相关的资源,以及儿童的小学调整.
- 用多重回归和对开放式和规模项目的描述性分析分析了数据.
主要成果:
- 德语语言技能和社会支持小组参与与家长的参与相关.
- 父母的学术参与与孩子的学校调整没有直接关系.
- 与其他群体相比,RRI家长报告的资源较少,尽管所有群体都表现出高的学术期望和支持孩子的意愿.
结论:
- 为RRI和移民背景的父母增加资源对于促进学术参与至关重要.
- 孩子的学校调整可能独立于测量父母的学术参与.
- 未来的研究应该探索文化适应的参与策略和可以减轻资源限制的学校/社区因素.
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