The parental investment effect on immigrant children at schools: Employment and specialization of parents as an explaining variable for tasks achievement in second language
Autor(a) principal: | |
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Data de Publicação: | 2016 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | http://hdl.handle.net/10400.12/6302 |
Resumo: | The present research study examines how family environment has an impact on immigrant children’s task performance considering the Socioeconomic Status (SES) of parents, but focusing two dimensions of the immigrant SES specificities (APA, 2012): the professional situation and related educational background (employment and specialization professions/work of parents). Economically disadvantaged families (parents unemployed or whose job is unspecialized) may be a predictor of different performances in a second language (L2), involving deficits for parental investment and for specific cognitive skills in childhood and adolescence. 108 learners of Portuguese as a L2, aged 8 to 17, from lower to middle socioeconomic backgrounds, completed four language and verbal reasoning tasks in European Portuguese: verbal analogies, semantic associations, picture identification and morphological extraction. A series of MANOVAs indicated that learners from lower socioeconomic backgrounds perform worse in the four administered tasks due to their parents' unemployment situation but students whose parents had unspecialized jobs performed better than those whose parents had specialized jobs. Unskilled jobs were confirmed as related to higher immigrant parental investment. Educational and cognitive implications will be discussed concerning how the participants differed in the tasks. |
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The parental investment effect on immigrant children at schools: Employment and specialization of parents as an explaining variable for tasks achievement in second languageSocioeconomic backgroundsAcademic achievementImmigrant studentsAssessmentUnskilled jobsThe present research study examines how family environment has an impact on immigrant children’s task performance considering the Socioeconomic Status (SES) of parents, but focusing two dimensions of the immigrant SES specificities (APA, 2012): the professional situation and related educational background (employment and specialization professions/work of parents). Economically disadvantaged families (parents unemployed or whose job is unspecialized) may be a predictor of different performances in a second language (L2), involving deficits for parental investment and for specific cognitive skills in childhood and adolescence. 108 learners of Portuguese as a L2, aged 8 to 17, from lower to middle socioeconomic backgrounds, completed four language and verbal reasoning tasks in European Portuguese: verbal analogies, semantic associations, picture identification and morphological extraction. A series of MANOVAs indicated that learners from lower socioeconomic backgrounds perform worse in the four administered tasks due to their parents' unemployment situation but students whose parents had unspecialized jobs performed better than those whose parents had specialized jobs. Unskilled jobs were confirmed as related to higher immigrant parental investment. Educational and cognitive implications will be discussed concerning how the participants differed in the tasks.Fundação para a Ciência e a Tecnologia (FCT)Repositório do ISPAFigueiredo, SandraMartins, Margarida AlvesSilva, Carlos Fernandes da2018-03-24T14:20:29Z2016-01-01T00:00:00Z2016-01-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10400.12/6302engInternational Journal of Advances in Psychology, 5, 23-34. Doi: 10.14355/ijap.2016.05.0042169-494X10.14355/ijap.2016.05.004info:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2022-09-05T16:42:02Zoai:repositorio.ispa.pt:10400.12/6302Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T15:24:08.052401Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
The parental investment effect on immigrant children at schools: Employment and specialization of parents as an explaining variable for tasks achievement in second language |
title |
The parental investment effect on immigrant children at schools: Employment and specialization of parents as an explaining variable for tasks achievement in second language |
spellingShingle |
The parental investment effect on immigrant children at schools: Employment and specialization of parents as an explaining variable for tasks achievement in second language Figueiredo, Sandra Socioeconomic backgrounds Academic achievement Immigrant students Assessment Unskilled jobs |
title_short |
The parental investment effect on immigrant children at schools: Employment and specialization of parents as an explaining variable for tasks achievement in second language |
title_full |
The parental investment effect on immigrant children at schools: Employment and specialization of parents as an explaining variable for tasks achievement in second language |
title_fullStr |
The parental investment effect on immigrant children at schools: Employment and specialization of parents as an explaining variable for tasks achievement in second language |
title_full_unstemmed |
The parental investment effect on immigrant children at schools: Employment and specialization of parents as an explaining variable for tasks achievement in second language |
title_sort |
The parental investment effect on immigrant children at schools: Employment and specialization of parents as an explaining variable for tasks achievement in second language |
author |
Figueiredo, Sandra |
author_facet |
Figueiredo, Sandra Martins, Margarida Alves Silva, Carlos Fernandes da |
author_role |
author |
author2 |
Martins, Margarida Alves Silva, Carlos Fernandes da |
author2_role |
author author |
dc.contributor.none.fl_str_mv |
Repositório do ISPA |
dc.contributor.author.fl_str_mv |
Figueiredo, Sandra Martins, Margarida Alves Silva, Carlos Fernandes da |
dc.subject.por.fl_str_mv |
Socioeconomic backgrounds Academic achievement Immigrant students Assessment Unskilled jobs |
topic |
Socioeconomic backgrounds Academic achievement Immigrant students Assessment Unskilled jobs |
description |
The present research study examines how family environment has an impact on immigrant children’s task performance considering the Socioeconomic Status (SES) of parents, but focusing two dimensions of the immigrant SES specificities (APA, 2012): the professional situation and related educational background (employment and specialization professions/work of parents). Economically disadvantaged families (parents unemployed or whose job is unspecialized) may be a predictor of different performances in a second language (L2), involving deficits for parental investment and for specific cognitive skills in childhood and adolescence. 108 learners of Portuguese as a L2, aged 8 to 17, from lower to middle socioeconomic backgrounds, completed four language and verbal reasoning tasks in European Portuguese: verbal analogies, semantic associations, picture identification and morphological extraction. A series of MANOVAs indicated that learners from lower socioeconomic backgrounds perform worse in the four administered tasks due to their parents' unemployment situation but students whose parents had unspecialized jobs performed better than those whose parents had specialized jobs. Unskilled jobs were confirmed as related to higher immigrant parental investment. Educational and cognitive implications will be discussed concerning how the participants differed in the tasks. |
publishDate |
2016 |
dc.date.none.fl_str_mv |
2016-01-01T00:00:00Z 2016-01-01T00:00:00Z 2018-03-24T14:20:29Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://hdl.handle.net/10400.12/6302 |
url |
http://hdl.handle.net/10400.12/6302 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
International Journal of Advances in Psychology, 5, 23-34. Doi: 10.14355/ijap.2016.05.004 2169-494X 10.14355/ijap.2016.05.004 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.source.none.fl_str_mv |
reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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RCAAP |
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RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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