The Language of Learning: The Academic Engagement of Newcomer Immigrant Youth

被引：21

作者：

Kim, Ha Yeon ^{[1
]}

Suarez-Orozco, Carola ^{[1
]}

机构：

[1] NYU, New York, NY 10003 USA

来源：

JOURNAL OF RESEARCH ON ADOLESCENCE | 2015年 / 25卷 / 02期

基金：

美国国家科学基金会;

关键词：

COGNITIVE ENGAGEMENT; ENGLISH PROFICIENCY; ELEMENTARY-SCHOOL; ACHIEVEMENT; TRAJECTORIES; LEARNERS; PERCEPTIONS; MOTIVATION; COMMUNITY; MODEL;

D O I：

10.1111/jora.12130

中图分类号：

D669 [社会生活与社会问题]; C913 [社会生活与社会问题];

学科分类号：

1204 ;

摘要：

The current study uses an accelerated longitudinal design to examine the role of three dimensions of academic engagement (behavioral, relational, and cognitive) in explaining the influence of English language proficiency on newcomer immigrant youths' academic performance across adolescence. The sample included 354 youth from Central America, China, the Dominican Republic, Haiti, and Mexico. As established with other populations, the behavioral, relational, and cognitive dimensions of academic engagement were closely associated to one another and significantly contributed to academic performance. Mediation analyses revealed that immigrant youth with limited English language proficiency were more likely to experience low levels of relational and behavioral engagement, which contributed to lower levels of academic performance over time.

引用

页码：229 / 245

页数：17

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[1] A structural model for predicting mathematics achievement: Its relation with anxiety and self-concept in mathematics [J].