The academic achievement of adolescents from immigrant families: The roles of family background, attitudes, and behavior
The academic achievement of adolescents from immigrant families: The roles of family background, attitudes, and behavior
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DOI：
10.2307/1131854
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发表时间：
1997-04-01
影响因子：
4.6
通讯作者：
Fuligni, AJ
中科院分区：
文献类型：
--
作者：
Fuligni, AJ
摘要本研究旨在探讨家庭背景、父母态度、父母支持、青少年自身态度与行为对移民家庭学生学业成绩的影响。大约1100名来自拉丁美洲、东亚、菲律宾和欧洲背景的青少年报告了他们自己以及父母和同龄人的学术态度和行为。此外，学生的课程成绩是从他们的正式学校记录中获得的。结果显示，第一代和第二代移民学生在数学和英语方面的成绩高于来自本土家庭的同龄人。他们的成功只有一小部分可以归因于他们的社会经济背景；与他们的成就有更重要关联的是学生、父母和同龄人对教育的高度重视。这些人口统计学和社会心理因素对于理解移民学生自身学业表现的差异也很重要。
The goal of this study was to determine the relative impact of family background, parental attitudes, peel support, and adolescents' own attitudes and behaviors on the academic achievement of students from immigrant families. Approximately 1,100 adolescents with Latino, East Asian, Filipino, and European backgrounds reported on their own academic attitudes and behaviors as well as those of their parents and peers. In addition, students' course grades were obtained from their official school records. Results indicated that first and second generation students received higher grades in mathematics and English than their peers from native families. Only a small portion of their success could be attributed to their socioeconomic background; a more significant correlate of their achievement was a strong emphasis on education that was shared by the students, their parents, and their peers. These demographic and psychosocial factors were also important in understanding the variation in academic performance among the immigrant students themselves.