The role of engagement in immigrant students’ academic resilience

Andrew J. Martin; Emma C. Burns; Rebecca J. Collie; Matthew Cutmore; Shona MacLeod; Vicki Donlevy

doi:10.1016/j.learninstruc.2022.101650

The role of engagement in immigrant students’ academic resilience

Andrew J. Martin^*, Emma C. Burns, Rebecca J. Collie, Matthew Cutmore, Shona MacLeod, Vicki Donlevy

^*Corresponding author for this work

Macquarie School of Education

Research output: Contribution to journal › Article › peer-review

15 Citations (Scopus)

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Abstract

Academic resilience refers to academic success despite chronic socio-educational adversity. Given increases in immigration across the world in the past decade (including in Europe), there have been calls to identify factors (e.g., engagement) that can better support immigrant students’ academic resilience. With a sample of N = 17,241 immigrant students from 18 European countries, the present investigation employed multi-level probit regression to determine the extent to which cognitive, behavioral, and social-emotional engagement predict academic resilience status at both the student- and school-level. Findings revealed that cognitive engagement and behavioral engagement, at both the student- and school-level, are positively associated with academic resilience (yielding moderate and large effect sizes), while the findings regarding social-emotional engagement were more equivocal.

Original language	English
Article number	101650
Pages (from-to)	1-9
Number of pages	9
Journal	Learning and Instruction
Volume	82
DOIs	https://doi.org/10.1016/j.learninstruc.2022.101650
Publication status	Published - Dec 2022

Bibliographical note

Copyright the Author(s) 2022. Version archived for private and non-commercial use with the permission of the author/s and according to publisher conditions. For further rights please contact the publisher.

Keywords

academic resilience
engagement
immigrants
high school

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10.1016/j.learninstruc.2022.101650Licence: CC BY-NC-ND

Publisher version (open access)Final published version, 775 KBLicence: CC BY-NC-ND

Cite this

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title = "The role of engagement in immigrant students{\textquoteright} academic resilience",

abstract = "Academic resilience refers to academic success despite chronic socio-educational adversity. Given increases in immigration across the world in the past decade (including in Europe), there have been calls to identify factors (e.g., engagement) that can better support immigrant students{\textquoteright} academic resilience. With a sample of N = 17,241 immigrant students from 18 European countries, the present investigation employed multi-level probit regression to determine the extent to which cognitive, behavioral, and social-emotional engagement predict academic resilience status at both the student- and school-level. Findings revealed that cognitive engagement and behavioral engagement, at both the student- and school-level, are positively associated with academic resilience (yielding moderate and large effect sizes), while the findings regarding social-emotional engagement were more equivocal.",

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AU - Cutmore, Matthew

AU - MacLeod, Shona

AU - Donlevy, Vicki

N1 - Copyright the Author(s) 2022. Version archived for private and non-commercial use with the permission of the author/s and according to publisher conditions. For further rights please contact the publisher.

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N2 - Academic resilience refers to academic success despite chronic socio-educational adversity. Given increases in immigration across the world in the past decade (including in Europe), there have been calls to identify factors (e.g., engagement) that can better support immigrant students’ academic resilience. With a sample of N = 17,241 immigrant students from 18 European countries, the present investigation employed multi-level probit regression to determine the extent to which cognitive, behavioral, and social-emotional engagement predict academic resilience status at both the student- and school-level. Findings revealed that cognitive engagement and behavioral engagement, at both the student- and school-level, are positively associated with academic resilience (yielding moderate and large effect sizes), while the findings regarding social-emotional engagement were more equivocal.

AB - Academic resilience refers to academic success despite chronic socio-educational adversity. Given increases in immigration across the world in the past decade (including in Europe), there have been calls to identify factors (e.g., engagement) that can better support immigrant students’ academic resilience. With a sample of N = 17,241 immigrant students from 18 European countries, the present investigation employed multi-level probit regression to determine the extent to which cognitive, behavioral, and social-emotional engagement predict academic resilience status at both the student- and school-level. Findings revealed that cognitive engagement and behavioral engagement, at both the student- and school-level, are positively associated with academic resilience (yielding moderate and large effect sizes), while the findings regarding social-emotional engagement were more equivocal.

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The role of engagement in immigrant students’ academic resilience

Abstract

Bibliographical note

Keywords

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