Self-Concept in Immigrant School Children and the Impact of Length of Residence: Evidence from PISA 2015 for Current Educational Practice
Abstract
Comparative analyses of the Programme for International Student Assess-ment between immigrant and native students place immigrant students in an unfavourable position in schools, with disadvantageous indicators re-garding 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 edi-tion, Portugal’s database of 7,325 15-year-old students was analysed. We se-lected 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 atti-tudes towards school (expectations of educational and professional oppor-tunities); (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 dif-ficulties and increased significant differences compared to other migrant groups in the referred indices of self-concept and inclusion. However, oth-er groups, especially those with periods of long-term residence between four and five years, also face substantial levels of school maladjustment.
Downloads
References
Agasisti, T., & Zoido, P. (2018). Comparing the efficiency of schools through international benchmarking: Results from an empirical analysis of OECD PISA 2012 data. Educational Researcher, 47(6), 352–362.
Agirdag, O., & Vanlaar, G. (2018). Does more exposure to the language of instruction lead to higher academic achievement? A cross-national examination. International Journal of Bilingualism, 22(1), 123–137.
Ali, J., & Larsson, K. (2018). Ethnic victimization as a potential explanation for poor school adjustment among immigrant youth. Clinical Psychology Program. Orebro University.
Bertschy, K., Cattaneo, M. A., & Wolter, S. C. (2009). PISA and the transition into the labour market. Labour, 23(1), 111–137.
Bossavie, L. (2018). The effect of immigration on natives’ school performance: Does length of stay in the host country matter? Journal of Human Resources, 733–766.
Bozick, R., Malchiodi, A., & Miller, T. (2016). Premigration school quality, time spent in the United States, and the math achievement of immigrant high school students. Demography, 53(5), 1477–1498.
Burgess, S., & Heller-Sahlgren, G. (2018) Gabriel, motivated to succeed? Attitudes to education among native and immigrant pupils in England. IZA Discussion Paper No. 11678. https://ssrn.com/abstract=3217496
Castigo, M. J. (2017). Desempenho dos estudantes portugueses: modelos de regressão multinÃvel [Achievement of Portuguese students: Regression models multi-level]. (Doctoral Thesis). Portugal: Universidade do Minho.
Cattaneo, M. A., & Wolter, S. C. (2015). Better migrants, better PISA results: Findings from a natural experiment. IZA Journal of Migration, 4(1), 1–19.
Childs, S., Finnie, R., & Mueller, R. E. (2017). Why do so many children of immigrants attend university? Evidence for Canada. Journal of International Migration and Integration, 18(1), 1–28.
Chiu, M. M., Pong, S. L., Mori, I., & Chow, B. W. Y. (2012). Immigrant students’ emotional and cognitive engagement at school: A multilevel analysis of students in 41 countries. Journal of Youth and Adolescence, 41(11), 1409–1425.
Chykina, V. (2019). Educational expectations of immigrant students: Does tracking matter? Sociological Perspectives, 62(3), 366–382.
Cordero, J. M., Cristobal, V., & SantÃn, D. (2018). Causal inference on education policies: A survey of empirical studies using PISA, TIMSS and PIRLS. Journal of Economic Surveys, 32(3), 878–915.
Cummins, J. (2008). Where immigrant students succeed: A comparative review of performance and engagement in PISA 2003. Curriculum Inquiry, 38(4), 493–497.
Di Liberto, A. (2015). Length of stay in the host country and educational achievement of immigrant students: The Italian case. International Journal of Manpower, 36(4), 585–618. ETS (Educational Testing Service). Princeton University.
Factbook, O. (2016). Factbook 2015–2016. OECD.
Figueiredo, S., Martins, M. A., & Silva, C. F. D. (2016). The parental investment effect on immigrant children at schools: Employment and specialization of parents as an explaining variable for tasks achievement in second language. International Journal of Advances in Psychology, 5, 23–34.
Grubanov-Boskovic, S., Natale, F., & Scipioni, M. (2017). Patterns of immigrants’ integration in European labour markets. European Commission: JRC Technical Reports. https://doi.org/10.2760/408657
Ham, S. H., Yang, K. E., & Cha, Y. K. (2017). Immigrant integration policy for future generations? A cross-national multilevel analysis of immigrant-background adolescents’ sense of belonging at school. International Journal of Intercultural Relations, 60, 40–50.
Hippe, R., & Jakubowski, M. (2018). Immigrant background and expected early school leaving in Europe: evidence from PISA. Publications Office of the European Union.
Huguet, A., Navarro, J. L., Chireac, S., & Sansó, C. (2013). The acquisition of Catalan by immigrant children. The effect of length of stay and family language. In J. Arnau (Ed.), Reviving Catalan at school. Challenges and instructional approaches (pp. 29–48). Lavenham Press.
Hvistendahl, R., & Roe, A. (2004). The literacy achievement of Norwegian minority students. Scandinavian Journal of Educational Research, 48(3), 307–324.
International Association for the Evaluation of Educational Achievement (IEA). (2017). IDB Analyzer. V. 4.0.26. IEA.
Jang, E. E., Dunlop, M., Wagner, M., Kim, Y. H., & Gu, Z. (2013). Elementary school ELLs’ reading skill profiles using cognitive diagnosis modeling: Roles of length of residence and home language environment. Language Learning, 63(3), 400–436.
Mai, M. Y., & Asma’A, A. F. A. (2016). Modeling the relation between self-esteem, loneliness and engagement as factors of children achievement in science. European Journal of Social Science Education and Research, 3(1), 107–120.
Marôco, J., Gonçalves, C., Lourenço, V., & Mendes, R. (2016). PISA 2015 – Portugal. Volume I: literacia cientÃfica, literacia de leitura & literacia matemática. IAVE, I.P.
Martin, A. J., Liem, G. A. D., Mok, M. M. C., & Xu, J. (2012). Problem solving and immigrant student mathematics and science achievement: Multination findings from the Programme for International Student Assessment (PISA). Journal of Educational Psychology, 104(4), 1054–1073.
Martinez-Taboada, C., Mera, M. J., Amutio, A., Castañeda, X., Felt, E., & Nicolae, G. (2017). The impact of cultural dissonance and acculturation orientations on immigrant students’ academic performance. Universitas Psychologica, 16(5), 6–19.
Nkemasong, A. E. (2018). Understanding the lived experiences of immigrant students in Finland (Master’s Dissertation). University of Eastern Finland.
OECD (Organisation for Economic Co-operation and Development). (2014). PISA 2012 results: What students know and can do. OECD Publishing.
OECD (Organisation for Economic Co-operation and Development). (2015). Helping immigrant students to succeed at school – and beyond. OECD Publishing.
OECD (Organisation for Economic Co-operation and Development). (2016). Programme for International Student Assessment. PISA.
OECD (Organisation for Economic Co-operation and Development). (2018). Education at a Glance 2018: OECD Indicators. OECD Publishing. https://doi.org/10.1787/eag-2018-en & http://dx.doi.org/10.1037/a0029152
Parker, P. D., Marsh, H. W., Ciarrochi, J., Marshall, S., & Abduljabbar, A. S. (2014). Juxtaposing math self-efficacy and self-concept as predictors of long-term achievement outcomes. Educational Psychology, 34(1), 29–48.
Kia-Keating, M., & Ellis, B. H. (2007). Belonging and connection to school in resettlement: Young refugees, school belonging, and psychosocial adjustment. Clinical Child Psychology and Psychiatry, 12(1), 29–43.
Rangel, M. A., & Shi, Y. (2019). Early patterns of skill acquisition and immigrants’ specialization in STEM careers. Proceedings of the National Academy of Sciences, 116(2), 484–489.
Petreñas, C., Pozuelo, M., & Redondo, G. (2011). Migrant girls in secondary education in Spain: Fighting to transform difficulties into possibilities. In Young Migrant Women in Secondary Education (pp. 125-142). University of Nicosia Press.
Salmela-Aro, K., Read, S., Minkkinen, J., Kinnunen, J. M., & Rimpelä, A. (2018). Immigrant status, gender, and school burnout in Finnish lower secondary school students: A longitudinal study. International Journal of Behavioral Development, 42(2), 225–236.
Sakellariou, C. (2018). Selective immigration policies as screening devices and the immigrant–native educational achievement gap. Educational Research and Evaluation, 24(6-7),1–23.
Schachner, M. K., He, J., Heizmann, B., & Van de Vijver, F. J. (2017). Acculturation and school adjustment of immigrant youth in six European countries: Findings from the Programme for International Student Assessment (PISA). Frontiers in Psychology, 8, 649.
Schnell, P., & Azzolini, D. (2015). The academic achievements of immigrant youths in new destination countries: Evidence from southern Europe. Migration Studies, 3(2), 217–240.
Schnepf, S. V. (2007). Immigrants’ educational disadvantage: an examination across ten countries and three surveys. Journal of Population Economics, 20(3), 527–545.
Volante, L., Klinger, D. A., Siegel, M., & Yahia, L. (2019). Raising the achievement of immigrant students: Towards a multi-layered framework for enhanced student outcomes. Policy Futures in Education, 17(8), 1037–1056.
Å ori, I., Å uÅ¡teriÄ, N., & Gaber, S. (2018). Immigrant students’ achievements in Croatia, Serbia and Slovenia in context. Center for Educational Policy Studies Journal, 1(3), 31–51.
Strohmeier, D., & Dogan, A. (2012). Emotional problems and victimization among youth with national and international migration experience living in Austria and Turkey. Emotional and Behavioural Difficulties, 17(3-4), 287–304.
Wang, M. T., Chow, A., Hofkens, T., & Salmela-Aro, K. (2015). The trajectories of student emotional engagement and school burnout with academic and psychological development: Findings from Finnish adolescents. Learning and Instruction, 36, 57–65.
Welch, A. (2018). Immigrant student achievement and education policy in Australia. In Immigrant Student Achievement and Education Policy (pp. 155–173). Springer.
Weber, S., Kronberger, N., & Appel, M. (2018). Immigrant students’ educational trajectories: The influence of cultural identity and stereotype threat. Self and Identity, 17(2), 211–235.
Woessmann, L. (2016). The importance of school systems: Evidence from international differences in student achievement. Journal of Economic Perspectives, 30(3), 3–32.
Yeasmin, N., & Uusiautti, S. (2018). Finland and Singapore, two different top countries of PISA and the challenge of providing equal opportunities to immigrant students. Journal for Critical Education Policy Studies (JCEPS), 16(1), 207–237.
Authors who publish with this journal agree to the following terms:
- Authors are confirming that they are the authors of the submitted article, which will be published online in the Center for Educational Policy Studies Journal (for short: CEPS Journal) by University of Ljubljana Press (University of Ljubljana, Faculty of Education, Kardeljeva ploščad 16, 1000 Ljubljana, Slovenia). The Author’s/Authors’ name(s) will be evident in the article in the journal. All decisions regarding layout and distribution of the work are in the hands of the publisher.
- The Authors guarantee that the work is their own original creation and does not infringe any statutory or common-law copyright or any proprietary right of any third party. In case of claims by third parties, authors commit themselves to defend the interests of the publisher, and shall cover any potential costs.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under https://creativecommons.org/licenses/by/4.0/deed.en that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.