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

• Autor(a) principal: Veiga, Feliciano Henriques
• Data de Publicação: 2021
• Outros Autores: Festas, I., Garcia, Oscar F., Oliveira, Íris M., Veiga, Carlota M., Martins, Conceição, Covas, Filomena, Carvalho, Nuno Archer de
• Tipo de documento: Artigo
• Idioma: eng
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: http://hdl.handle.net/10451/53310
• topic: Student engagement; Age diferences in adolescence; Immigration; Inclusion

Student 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.