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- Relating differently: Assessing and comparing associations between social and affective adjustment factors in immigrant and non‐immigrant studentsPublication . Campos, Mafalda L.; Peixoto, FranciscoImmigrant students face additional challenges in educational settings. Current research lacks understanding of the associations between social aspects of students' school life, their impact on adjustment and how these differ based on immigrant status. We argue that merely noting about the existence of differences is insufficient, and there is a need to better comprehend the complexity of such inequalities.This study aimed at exploring associations among reported bullying, friend and teacher relationships, achievement motivation, well‐being and sense of school belonging, and comparing them among native and non‐native students.We used structural equation modelling to test a theoretically proposed model. Multi‐group analysis compared associations between native and non‐native students, with additional analyses exploring differences between first‐ and second‐generation students. Immigrant status is linked to higher reports of bullying and poorer friendship quality. First‐generation (1G) immigrants are particularly affected in their friendships compared to second‐generation (2G) peers. The association between socioeconomic status (SES) and bullying was negative and significant in the native sample, but positive and slightly significant for non‐natives. The positive relationship between SES and the quality of friendships was only significant for the 1G sample, but not for 2G students. Finally, the negative association between bullying and well‐being was only significant for 2G students, but not for 1G immigrants. These and other results are presented and discussed.Natives, 1G and 2G immigrant students show some differences in the way their social and affective school factors relate to one another. Implications, limitations and future directions are discussed.
- Adapting as I go: An analysis of the relationship between academic expectations, self-efficacy, and adaptation to higher educationPublication . Campos, Mafalda; Peixoto, Francisco; Bártolo-Ribeiro, Rui; Almeida, Leandro S.; Peixoto, Francisco; Almeida, LeandroTransition to higher education is increasingly becoming a common stage in young adulthood, which highlights the importance of studying what could contribute for a better adaptation to higher education. The aim of this study was to explore the relationship between academic expectations, self-efficacy, and adaptation to higher education during the first two years of college (i.e., the first two years of a higher education degree). Portuguese college students participated in a longitudinal data collection resorting to the Academic Expectations Questionnaire (T1 and T3), the Self-Efficacy in Higher Education Scale (T2 and T3), and the Questionnaire for Higher Education Adaptation (T2 and T3). Structural equation modeling analysis was conducted to test a model correlating academic expectations, self-efficacy, and adaptation, as well as a mediation model where a full mediation of self-efficacy was observed between the relationship between academic expectations and higher education expectations. This study delivers a unique longitudinal view on the experience of the first two years of college, showing a significant role of expectations and self-efficacy in order to achieve a better adaptation process. Results are useful for institutions to adapt the way they present themselves and manage students’ expectations.