The Significance of Relationships: Academic Engagement and Achievement among Newcomer Immigrant Youth
The Significance of Relationships: Academic Engagement and Achievement among Newcomer Immigrant Youth
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关系的意义：新移民青年的学术参与和成就
DOI：
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发表时间：
2009
影响因子：
1
通讯作者：
Margary Martin
中科院分区：
文献类型：
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作者：
Carola Suárez;A. Pimentel;Margary Martin
新移民学生正以前所未有的数量进入美国的学校。随着他们进入新的学校环境，他们在适应方面面临着一些挑战。以前的文献表明，学校人际关系在促进课堂上的社会能力行为以及在培养学业投入和学校表现方面发挥着特别关键的作用。目的：本研究的目的是考察学校关系在新移民学生群体中的参与和成就中的作用。研究设计纵向移民学生适应研究(LISA)采用混合方法，结合纵向、跨学科、定性和定量的方法，记录了407名来自中美洲、中国、多米尼加共和国、海地和墨西哥的新移民青年在五年的时间里的适应模式。基于这项研究最后一年的数据，我们考察了人际关系如何通过学业投入和表现来调节新来者的挑战。我们确定了影响学业投入和成就模式的因素，包括原籍国、性别、母亲教育、英语水平和基于学校的关系。结果：多元回归分析表明，支持性的校本关系对参与者的学业投入和学业表现都有很大的贡献。定性访谈数据和案例研究有助于阐明影响不同学业成绩的校内外关系过程。
Background/Context Newcomer immigrant students are entering schools in the United States in unprecedented numbers. As they enter new school contexts, they face a number of challenges in their adjustment. Previous literature suggested that relationships in school play a particularly crucial role in promoting socially competent behavior in the classroom and in fostering academic engagement and school performance. Purpose The aim of this study was to examine the role of school-based relationships in engagement and achievement in a population of newcomer immigrant students. Research Design The Longitudinal Immigrant Student Adaptation Study (LISA) used a mixed-methods approach, combining longitudinal, interdisciplinary, qualitative, and quantitative approaches to document adaptation patterns of 407 recently arrived immigrant youth from Central America, China, the Dominican Republic, Haiti, and Mexico over the course of five years. Based on data from the last year of the study, we examine how the role of relationships mediates newcomers’ challenges with academic engagement and performance. We identify factors that account for patterns of academic engagement and achievement, including country of origin, gender, maternal education, English language proficiency, and school-based relationships. Findings Multiple regression analyses suggest that supportive school-based relationships strongly contribute to both the academic engagement and the school performance of the participants. Qualitative interview data and case studies serve to elucidate the relational processes inside and outside school that influence different academic outcomes.