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Article (journal) accessible via
URN: urn:nbn:de:0111-pedocs-238577
DOI: 10.25656/01:23857; 10.26529/cepsj.859
URN: urn:nbn:de:0111-pedocs-238577
DOI: 10.25656/01:23857; 10.26529/cepsj.859
| Original Title |
Self-concept in immigrant school children and the impact of length of residence: evidence from PISA 2015 for current educational practice |
|---|---|
| Parallel title | Samopodoba otrok priseljencev in vpliv dolžine prebivanja: podatki PISA 2015 o trenutni izobraževalni praksi |
| Authors | Figueiredo, Sandra; Marôco, João; Alves Martins, Margarida; Nunes, Odete |
| Source | CEPS Journal 11 (2021) 4, S. 213-235 |
| Document | full text (432 KB) |
| License of the document | In copyright |
| Keywords (German) | Schüler; Migrationshintergrund; Selbstkonzept; PISA <Programme for International Student Assessment>; Einstellung <Psy>; Schule; Erste Generation; Zweite Generation; Aufenthaltsdauer; Einflussfaktor; Schulerfolg; Test; Item-Response-Theorie; Portugal |
| sub-discipline | Empirical Educational Research Curriculum and Teaching / School Pedagogy |
| Document type | Article (journal) |
| ISSN | 2232-2647; 22322647 |
| Language | English |
| Year of creation | 2021 |
| review status | Peer-Reviewed |
| Abstract (English): | Comparative analyses of the Programme for International Student Assessment between immigrant and native students place immigrant students in an unfavourable position in schools, with disadvantageous indicators regarding socioeconomic and professional paths. However, the Programme for International Student Assessment assesses a series of dimensions that involve constructs that have been little studied in the school immigrant population and that relate to self-concept and school adjustment. Based on the Programme for International Student Assessment’s most recent edition, Portugal’s database of 7,325 15-year-old students was analysed. We selected 438 immigrant cases with two objectives: (1) to evaluate the impact of the length of exposure in the host country on three dependent variables of school adjustment: sense of belonging, perceived loneliness and attitudes towards school (expectations of educational and professional opportunities); (2) to evaluate the differences in results for the same dependent variables, but considering the first and second generation of immigrants in Portugal. For the data analysis, sampling weights and plausible values were analysed with the International Database Analyzer. The results show that students who have been in the country for a year or less have greater difficulties and increased significant differences compared to other migrant groups in the referred indices of self-concept and inclusion. However, other groups, especially those with periods of long-term residence between four and five years, also face substantial levels of school maladjustment. (DIPF/Orig.) |
| other articles of this journal | CEPS Journal Jahr: 2021 |
| Statistics |  Number of document requests
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| Checksums | checksum comparison as proof of integrity |
| Date of publication | 17.01.2022 |
| Citation | Figueiredo, Sandra; Marôco, João; Alves Martins, Margarida; Nunes, Odete: Self-concept in immigrant school children and the impact of length of residence: evidence from PISA 2015 for current educational practice - In: CEPS Journal 11 (2021) 4, S. 213-235 - URN: urn:nbn:de:0111-pedocs-238577 - DOI: 10.25656/01:23857; 10.26529/cepsj.859 |
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