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Sense of belonging of 15-year-old second-generation immigrant students in long-destination countries with many settled, low-educated migrants.

Vallejo Martinez, Bogar (2019) Sense of belonging of 15-year-old second-generation immigrant students in long-destination countries with many settled, low-educated migrants.

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Abstract:Sense of belonging has a strong association with educational success and well-being. Immigrant students’ self-reported sense of belonging differs widely across countries and persists even after considering learners’ socioeconomic status. Research suggests that among several factors, sense of belonging can be influenced by parents, teachers, and peers. Therefore, this cross-sectional study aimed to explore the possible relationship between the sense of belonging of 15-year-old native and second-generation immigrant students, and their experience with bullying, teachers’ attitudes, and parental support. The data was gathered from PISA 2015, five nations classified as long‐standing destination countries with many settled, low‐educated migrants were selected, and then multiple regression analyses were performed. Findings show more similarities between second-generation and native students’ sense of belonging within countries than between second-generation learners across countries. Furthermore, results revealed that immigration status interaction effects are not significant and do not have a major impact on students’ belongingness at school. Findings also indicate that bullying has the strongest association with school belonging, followed by parental support, whereas teachers’ attitudes has the weakest relationship.
Item Type:Essay (Master)
Faculty:BMS: Behavioural, Management and Social Sciences
Subject:10 humanities in general
Programme:Educational Science and Technology MSc (60023)
Link to this item:http://purl.utwente.nl/essays/79374
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