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Relating differently: Assessing and comparing associations between social and affective adjustment factors in immigrant and non‐immigrant students

2025-04-03Journal article Restricted access
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datacite.subject.fosCiĂŞncias Sociais::Psicologia
datacite.subject.sdg04:Educação de Qualidade
dc.contributor.authorCampos, Mafalda L.
dc.contributor.authorPeixoto, Francisco
dc.date.accessioned2025-06-25T16:05:21Z
dc.date.available2025-06-25T16:05:21Z
dc.date.issued2025-04-03
dc.description.abstractImmigrant 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.eng
dc.description.sponsorshipFundação para a Ciência e Tecnologia - FCT
dc.identifier.doi10.1111/bjep.12774
dc.identifier.issn0007-0998
dc.identifier.issn2044-8279
dc.identifier.urihttp://hdl.handle.net/10400.12/13545
dc.language.isoeng
dc.peerreviewedyes
dc.publisherWiley
dc.relationUIDB/04853/2020
dc.relationUIDP/04853/2020
dc.relationUI/BD/154346/202
dc.relation.ispartofBritish Journal of Educational Psychology
dc.rights.urihttp://creativecommons.org/licenses/by-nc/4.0/
dc.subjectBullying
dc.subjectImmigrants
dc.subjectMulti-group analysis
dc.subjectRelationships at school
dc.subjectSense of school belonging
dc.subjectStructural equation modelling
dc.subjectWell-being
dc.titleRelating differently: Assessing and comparing associations between social and affective adjustment factors in immigrant and non‐immigrant students
dc.typejournal article
dspace.entity.typePublication
oaire.citation.endPage22
oaire.citation.startPage1
oaire.citation.titleBritish Journal of Educational Psychology
oaire.versionhttp://purl.org/coar/version/c_970fb48d4fbd8a85
person.familyNamePeixoto
person.givenNameFrancisco
person.identifier.orcid0000-0001-9729-7477
person.identifier.scopus-author-id6602098501
relation.isAuthorOfPublication30b8c336-f0e8-49b1-b64c-20b658ccb218
relation.isAuthorOfPublication.latestForDiscovery30b8c336-f0e8-49b1-b64c-20b658ccb218

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