Skip to main content
Original Articles and Reviews

School Success and School Engagement of Immigrant Children and Adolescents

A Risk and Resilience Developmental Perspective

Published Online:https://doi.org/10.1027/1016-9040/a000139

Academic achievement in immigrant children and adolescents is an indicator of current and future adaptive success. Since the future of immigrant youths is inextricably linked to that of the receiving society, the success of their trajectory through school becomes a high stakes issue both for the individual and society. The present article focuses on school success in immigrant children and adolescents, and the role of school engagement in accounting for individual and group differences in academic achievement from the perspective of a multilevel integrative model of immigrant youths’ adaptation (Motti-Stefanidi, Berry, Chryssochoou, Sam, & Phinney, 2012). Drawing on this conceptual framework, school success is examined in developmental and acculturative context, taking into account multiple levels of analysis. Findings suggest that for both immigrant and nonimmigrant youths the relationship between school engagement and school success is bidirectional, each influencing over time the other. Evidence regarding potential moderating and mediating roles of school engagement for the academic success of immigrant youths also is evaluated.

References

  • Appleton, J. J., Christenson, S. L., Furlong, M. J. (2008). Student engagement with school: Critical conceptual and methodological issues of the construct. Psychology in the Schools, 45, 369–386. First citation in articleCrossrefGoogle Scholar

  • Berry, J. W., Phinney, J. S., Sam, D. L., Vedder, P. (Eds). (2006). Immigrant youth in cultural transition: Acculturation, identity and adaptation across national contexts. Mahwah, NJ: Erlbaum. First citation in articleCrossrefGoogle Scholar

  • Berry, J. W., Poortinga, Y. H., Breugelmans, S. M., Chasiotis, A., Sam, D. (2011). Cross-cultural psychology. Research and applications. Cambridge, UK: Cambridge University Press. First citation in articleCrossrefGoogle Scholar

  • Bronfenbrenner, U., Morris, P. A. (2006). The bioecological model of human development. In R. M. Lerner (Ed.), Handbook of child psychology. Vol. 1: Theoretical models of human development (6th ed.). (pp. 793–828). Hoboken, NJ: Wiley. First citation in articleGoogle Scholar

  • Conchas, G. Q. (2001). Structuring failure and success: Understanding the variability in Latino school engagement. Harvard Educational Review, 70, 475–504. First citation in articleCrossrefGoogle Scholar

  • Cooper, C. R. (2003). Bridging multiple worlds: Immigrant youth identity and pathways to college. Newsletter, Supplement to International Journal of Behavioral Development, 27, 1–4. First citation in articleCrossrefGoogle Scholar

  • Dimitrova, R., Van de Vijver, F., Chasiotis, A., Bender, M. (2011, August). The influence of immigration on children and youth in Europe: A meta analysis. Acculturation and adaptation of immigrant youth in European context. Paper presented at the ESDP-Jacobs Foundation Preconference Event, Bergen, Norway. First citation in articleGoogle Scholar

  • Eccles, J. S. (2009). Schools, academic motivation and stage-environment. In R. M. Lerner, L. Steinberg (Eds.), Handbook of Adolescent Psychology, (3rd ed. Vol. 1, pp. 404–434). Hoboken, NJ: Wiley. First citation in articleGoogle Scholar

  • Finn, J. D. (1993). School engagement and students at risk. Washington, DC: National Center for Educational Statistics. First citation in articleGoogle Scholar

  • Fredericks, J., Blumenfeld, P., Paris, A. (2004). School engagement: Potential of the concept, state of evidence. Review of Educational Research, 74, 59–105. First citation in articleCrossrefGoogle Scholar

  • Fuligni, A. J. (1997). The academic achievement of adolescents from immigrant families: The roles of family background, attitudes, and behavior. Child Development, 68, 261–273. First citation in articleGoogle Scholar

  • Fuligni, A. J. (2011). The intersection of aspirations and resources in the development of children from immigrant families. In C. Garcia-Coll, A. K. Marks (Eds.), The immigrant paradox in children and adolescents: Is becoming American a developmental risk? Washington, DC: American Psychological Association. First citation in articleGoogle Scholar

  • Garcia-Coll, C., Lamberty, G., Jenkins, R., McAdoo, H. P., Crnic, K., Wasik, B. H. (1996). An integrative model for the study of developmental competencies in minority children. Child Development, 67, 1891–1914. First citation in articleCrossrefGoogle Scholar

  • Garcia-Coll, C., Marks, A. K. (2011). The immigrant paradox in children and adolescents: Is becoming American a developmental risk? Washington, DC: American Psychological Association. First citation in articleGoogle Scholar

  • Garcia-Coll, C., Patton, F., Marks, A., Dimitrova, R., Yang, H., Suarez-Aviles, G., Batchelor, A. (2012). Understanding the immigrant paradox in youth: Developmental considerations. In A. S. Masten, K. Liebkind, D. G. Hernandez (Eds.), Realizing the potential of immigrant youth (pp. 159–180). Cambridge, UK: Cambridge University Press. First citation in articleCrossrefGoogle Scholar

  • Green, G., Rhodes, J., Hirsch, A. H., Suarez-Orozco, C., Camic, P. M. (2008). Supportive adult relationships and the academic engagement of Latin American immigrant youth. Journal of School Psychology, 46, 393–412. First citation in articleCrossrefGoogle Scholar

  • Horenzcyk, G., Tartar, M. (2012). Conceptualizing the school acculturative context: School, class and the immigrant student. In A. S. Masten, K. Liebkind, D. G. Hernandez (Eds.), Realizing the potential of immigrant youth. Cambridge, UK: Cambridge University Press. First citation in articleGoogle Scholar

  • Janosz, M., Archambault, I., Morizot, J., Pagani, L. S. (2008). School engagement trajectories and their differential predictive relations to dropout. Journal of Social Issues, 64, 21–40. First citation in articleCrossrefGoogle Scholar

  • Johnson, W., McGue, M., Lacono, W. G. (2006). Genetic and environmental influences on academic achievement trajectories during adolescence. Developmental Psychology, 42, 514–532. First citation in articleCrossrefGoogle Scholar

  • Li, Y., Lerner, R. M. (2011). Trajectories of school engagement during adolescence: Implications for grades, depression, delinquency, and substance use. Developmental Psychology, 47, 233–247. First citation in articleCrossrefGoogle Scholar

  • Masten, A. S. (2007). Resilience in developing systems: Progress and promise as the fourth wave rises. Development and Psychopathology, 19, 921–930. First citation in articleCrossrefGoogle Scholar

  • Masten, A. S., Burt, K., Coatsworth, J. D. (2006). Competence and psychopathology in development. In D. Cicchetti, D. Cohen (Eds.), Developmental psychopathology Vol. 3: Risk disorder and psychopathology (2nd ed.). New York, NY: Wiley. First citation in articleGoogle Scholar

  • Masten, A. S., Cicchetti, D. (2010). Editorial: Developmental cascades. Development and Psychopathology, 22, 491–495. First citation in articleCrossrefGoogle Scholar

  • Masten, A. S., Liebkind, K., Hernandez, D. J. (Eds) . (2012). Capitalizing on migration: The potential of immigrant youth. Cambridge, UK: Cambridge University Press. First citation in articleCrossrefGoogle Scholar

  • Masten, A. S., Motti-Stefanidi, F. (2009). Understanding and promoting resilience in children: Promotive and protective processes in schools. In T. R. Gutkin, C. Reynolds (Eds.), Handbook of school psychology (4th ed.). (pp. 721–738). New York, NY: Wiley. First citation in articleGoogle Scholar

  • McCormick, C. M., Kuo, S. I., Masten, A. S. (2011). Developmental tasks across the lifespan. In K. L. Fingerman, C. Berg, J. Smith, T. C. Antonucci (Eds.), The handbook of lifespan development (pp. 117–140). New York, NY: Springer. First citation in articleGoogle Scholar

  • Motti-Stefanidi, F., Asendorpf, J. B. (2012). Perceived discrimination of immigrant youth living in Greece: How does group discrimination translate into personal discrimination? European Psychologist, 17, 93–104. First citation in articleLinkGoogle Scholar

  • Motti-Stefanidi, F., Asendorpf, J. B., Masten, A. S. (2012). The adaptation and psychological well-being of adolescent immigrants in Greek schools: A multilevel, longitudinal study of risks and resources. Development and Psychopathology, 24, 451–473. First citation in articleCrossrefGoogle Scholar

  • Motti-Stefanidi, F., Berry, J., Chryssochoou, X., Sam, D. L., Phinney, J. (2012). Immigrant youth adaptation in context: Developmental, acculturation and social psychological perspectives. In A. S. Masten, K. Liebkind, D. J. Hernandez (Eds.), Realizing the potential of immigrant youth (pp. 117–158). New York, NY: Cambridge University Press. First citation in articleCrossrefGoogle Scholar

  • Motti-Stefanidi, F., Masten, A. S., Asendorpf, J. B. (2012). Behavioral school engagement trajectories of immigrant youth in Greek schools: Risks, resources, and connection to academic success. Manuscript submitted for publication. First citation in articleGoogle Scholar

  • Motti-Stefanidi, F., Pavlopoulos, V., Obradović, J., Dalla, M., Takis, N., Papathanasiou, A., Masten, A. (2008). Immigration as a risk factor for adolescent adaptation in Greek urban schools. European Journal of Developmental Psychology, 5, 235–261. First citation in articleCrossrefGoogle Scholar

  • Motti-Stefanidi, F., Pavlopoulos, V., Obradović, J., Masten, A. (2008). Acculturation and adaptation of immigrant adolescents in Greek urban schools. International Journal of Psychology, 43, 45–58. First citation in articleCrossrefGoogle Scholar

  • OECD . (2003). Student engagement at school: A sense of belonging and participation. Results from PISA 2000. Paris, France: OECD. First citation in articleCrossrefGoogle Scholar

  • OECD . (2010). Closing the gap for immigrant students: Policies, practice, and performance. Paris, France: OECD. First citation in articleCrossrefGoogle Scholar

  • Ogbu, J. (1991). Immigrant and involuntary minorities in comparative perspective. In M. Gibson, J. Ogbu (Ed.), Minority status and schooling: A comparative study of immigrant and involuntary minorities (pp. 3–33). New York, NY: Garland. First citation in articleGoogle Scholar

  • Oppedal, B. (2006). Development and acculturation. In D. L. Sam, J. W. Berry (Eds.), The Cambridge handbook of acculturation psychology (pp. 97–112). Cambridge, UK: Cambridge University Press. First citation in articleCrossrefGoogle Scholar

  • Phinney, J. S., Horenczyk, G., Liebkind, K., Vedder, P. (2001). Ethnic identity, immigration and well-being: An interactional perspective. Journal of Social Issues, 57, 493–510. First citation in articleCrossrefGoogle Scholar

  • Pianta, R. C. (2006). Schools, schooling and developmental phychopathology. In D. Chiccetti, D. J. Cohen (Eds.), Developmental Psychopathology: Theory and method, (2nd ed.). Vol. 1, (pp. 494–530). Hoboken, NJ: Wiley. First citation in articleGoogle Scholar

  • Roeser, R. W., Eccles, J. S., Sameroff, A. J. (1998). Academic and social functioning in early adolescence: Longitudinal relations, patterns, and prediction by experience in middle school. Development and Psychopathology, 10, 321–352. First citation in articleCrossrefGoogle Scholar

  • Sam, D. L. (2006). Adaptation of children and adolescents with immigrant background: Acculturation or development. In M. Bornstein, L. R. Cote (Eds.), Acculturation and parent-child relationships: Measurement and development (pp. 97–112). Mahwah, NJ: Erlbaum. First citation in articleGoogle Scholar

  • Sam, D. L., Vedder, P., Liebkind, K., Neto, F., Virta, E. (2008). Immigration, acculturation and the paradox of adaptation. European Journal of Developmental Psychology, 5, 138–158. First citation in articleCrossrefGoogle Scholar

  • Sroufe, J. A., Egeland, B., Carlson, E. A., Collins, W. A. (2005). The development of the person: The Minnesota study of risk and adaptation from birth to adulthood. New York, NY: Guilford. First citation in articleGoogle Scholar

  • Steele, C. M., Aronson, J. (1995). Stereotype threat and the intellectual test performance of African Americans. Journal of Personality and Social Psychology, 69, 797–811. First citation in articleCrossrefGoogle Scholar

  • Suárez-Orozco, C., Pimentel, A., Martin, M. (2009). The significance of relationships: Academic engagement and achievement among newcomer immigrant youth. Teachers College Record, 111, 712–749. First citation in articleGoogle Scholar

  • Suárez-Orozco, C., Suárez-Orozco, M. (2001). Children of immigration. Cambridge, MA: Harvard University Press. First citation in articleGoogle Scholar

  • Suárez-Orozco, C., Suárez-Orozco, M., Todorova, I. (2010). Learning a New Land. Cambridge, MA: Harvard University Press. First citation in articleGoogle Scholar

  • Vedder, P., Horenzcyk, G. (2006). Acculturation and the school context. In D. L. Sam, J. W. Berry (Eds.), Psychology of acculturation: International perspectives (pp. 419–438). Cambridge, UK: Cambridge University Press. First citation in articleCrossrefGoogle Scholar

  • Verkuyten, M. (2005). The social psychology of ethnic identity. New York, NY: Psychology Press. First citation in articleCrossrefGoogle Scholar

  • Wang, M.-T., Eccles, J. S. (2012). Longitudinal effects of social support on three dimensions of school engagement from Middle to High School. Child Development, 83, 877–895. First citation in articleCrossrefGoogle Scholar

  • Wigfield, A., Eccles, J. S., Schiefele, U., Roeser, R., Davis-Kean, P. (2006). Development of achievement motivation. In W. Damon, N. Eisenberg (Eds.), Handbook of child psychology: Social, emotional, and personality development, (6th ed., Vol. 3, (pp. 933–1002). New York, NY: Wiley. First citation in articleGoogle Scholar

  • Wong, C. A., Eccles, J. S., Sameroff, A. (2003). The influence of ethnic discrimination and ethnic identification on African American adolescents’ school and socioemotional adjustment. Journal of Personality, 71, 1197–1232. First citation in articleCrossrefGoogle Scholar