The Role of School Connectedness and Social Support in the Acculturation in Culturally and Linguistically Diverse Youth in Australia

被引：24
|
作者：
Khawaja, Nigar G. [1 ]
Allan, Emily [1 ]
Schweitzer, Robert D. [1 ]
机构：
[1] Queensland Univ Technol, Sch Psychol & Counsell, Victoria Pk Rd, Brisbane, Qld 4059, Australia
来源：
AUSTRALIAN PSYCHOLOGIST | 2018年 / 53卷 / 04期
关键词：
acculturation; effective practices; refugee; school connectedness; social support; youth; MENTAL-HEALTH; PSYCHOLOGICAL ADJUSTMENT; ADOLESCENT REFUGEES; PREDICTORS; CHILDREN; ADAPTATION; IMMIGRANTS; IDENTITY; MIGRANT; RISK;
D O I：
10.1111/ap.12327
中图分类号：
B84 [心理学];
学科分类号：
04 ; 0402 ;
摘要：
ObjectiveThe current study investigated the relationship of demographic and social ecology factors (social support and school connectedness) with acculturation of culturally and linguistically diverse (CALD) youth. MethodParticipants comprised of 237 CALD youth, from migrant and refugee backgrounds, attending a specialised Australian school designed to address English language development and re-settlement needs of CALD youth. ResultsHierarchical regression analyses revealed that after controlling for demographic factors, school connectedness and social support explained a significant percentage of the variance. ConclusionThis study has implications for assisting CALD youth in schools. Findings highlight the need for further research exploring the modifiable factors that promote school connectedness and social support. Interventions and effective practices that enhance school connectedness and social support for CALD youth are identified as likely to contribute to successful acculturation.
引用
收藏
页码：355 / 364
页数：10
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