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Do students with immigrant and native parents perceive themselves as equally engaged in school during adolescence?

2021Artigo científico Acesso aberto
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dc.contributor.authorVeiga, Feliciano Henriques
dc.contributor.authorFestas, I.
dc.contributor.authorGarcia, Oscar F.
dc.contributor.authorOliveira, Íris M.
dc.contributor.authorVeiga, Carlota M.
dc.contributor.authorMartins, Conceição
dc.contributor.authorCovas, Filomena
dc.contributor.authorCarvalho, Nuno Archer de
dc.date.accessioned2022-06-07T13:17:32Z
dc.date.available2022-06-07T13:17:32Z
dc.date.issued2021
dc.description.abstractStudent engagement in school needs to be considered when comparing immigrant and native students, particularly at a timeof increasing migratory movements throughout the world. Diferences in cognitive, afective, behavioral, and agentic studentengagement dimensions were examined for students with immigrant and native parents, and for early and middle adolescence.A four-dimensional measure of student engagement was completed by 643 students (52.7% women). Results indicated that:students with native parents present higher cognitive and agentic engagement than students with immigrant parents; earlyadolescents are more cognitively engaged than middle adolescents; early adolescents with native parents present highercognitive engagement than early adolescents with immigrant parents and middle adolescents. These results contribute toknowledge advancement, enhancing the understanding of student engagement with immigrant and native parents duringearly and middle adolescence, which might stimulate additional research moving towards a more inclusive school. Basedon the fndings and conclusions from this study, possibilities for future research and political-educational recommendationsare presented.pt_PT
dc.description.versioninfo:eu-repo/semantics/publishedVersionpt_PT
dc.identifier.citationVeiga, F. H., Festas, I., García, Ó. F. et al. (2021). Do students with immigrant and native parents perceive themselves as equally engaged in school during adolescence?. Current Psychology. https://doi.org/10.1007/s12144-021-02480-2pt_PT
dc.identifier.doi10.1007/s12144-021-02480-2pt_PT
dc.identifier.urihttp://hdl.handle.net/10451/53310
dc.language.isoengpt_PT
dc.peerreviewedyespt_PT
dc.subjectStudent engagementpt_PT
dc.subjectAge diferences in adolescencept_PT
dc.subjectImmigrationpt_PT
dc.subjectInclusionpt_PT
dc.titleDo students with immigrant and native parents perceive themselves as equally engaged in school during adolescence?pt_PT
dc.typejournal article
dspace.entity.typePublication
oaire.citation.titleCurrent Psychologypt_PT
person.familyNameVeiga
person.familyNameFestas
person.familyNameGarcia
person.familyNameOliveira
person.familyNameda Camara Archer de Carvalho
person.givenNameFeliciano Henriques
person.givenNameMaria
person.givenNameOscar F.
person.givenNameÍris M.
person.givenNameNuno Alexandre
person.identifier408625
person.identifier.ciencia-idB41B-ECF5-1EDD
person.identifier.ciencia-id4618-9010-9BDD
person.identifier.ciencia-id3A19-F9A7-16AD
person.identifier.ciencia-id3C16-312C-DA2F
person.identifier.orcid0000-0002-2977-6238
person.identifier.orcid0000-0002-1720-1488
person.identifier.orcid0000-0001-8146-7590
person.identifier.orcid0000-0003-4262-6768
person.identifier.orcid0000-0001-6620-0804
person.identifier.ridH-8194-2016
person.identifier.ridF-8332-2019
person.identifier.scopus-author-id25621658300
person.identifier.scopus-author-id56938745800
person.identifier.scopus-author-id56709274700
rcaap.rightsopenAccesspt_PT
rcaap.typearticlept_PT
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