Low Peer Acceptance and Classroom Engagement
The Protective Role of Elementary School Teacher-Student Relationships for Immigrant-Background Students
Datos Bibliográficos
| ID | 11670844 |
|---|---|
| Autores | Isabelle Archambault (0000-0003-3905-8974, Université de Montréal, autor de correspondencia), Sophie Lampron‐de Souza (0000-0003-2512-3712, Université de Montréal), Catherine Lamanque-Bélanger (Université de Montréal), Sophie Pascal (Université de Montréal), Linda S Pagani (0000-0001-7323-1959, Université de Montréal), Véronique Dupéré (0000-0002-8147-4165, Université de Montréal) |
| Año | 2023 |
| Volumen | 44 |
| Número | 7 |
| Páginas | 934-953 |
| Fecha de publicación | 2023-11-08 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | The Journal of Early Adolescence (JOURNAL) |
| Identificadores de la revista | ISSN: 0272-4316 • E-ISSN: 1552-5449 |
| Editorial | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/02724316231212559 |
| OpenAlex | W4388491426 |
| Idioma | EN |
| Citas recibidas | 3 |
| Referencias citadas | 35 |
The increasing cultural diversity in host society schools highlights the need to better understand the conditions supporting the integration of students with an immigrant background. This study examines whether peer acceptance enhances the association between student-teacher relationship closeness and classroom emotional engagement, and whether this association is moderated by student immigrant status. This study followed 251 fifth- and sixth-grade first- (34.3%), second- (49.4%), or third-generation-plus (16.3%) students across two school years (46.6% boys). Measures included child-reported classroom emotional engagement, student-teacher relationships, peer acceptance, and immigrant status. Using a hierarchical multiple linear regression model, this study demonstrates that positive relationships with teachers represent a protective factor for classroom emotional engagement among students who do not feel accepted by classmates, but only for first-generation students ( b = .46, p < .001). Our results underscore the importance of developing intervention strategies for building student-teacher relationships to benefit the classroom integration of first-generation students
Association (psychology · Closeness · Developmental psychology · Diversity (politics · Immigration · Intervention (counseling · Mathematics education · Multilevel model · Student engagement · Child and Adolescent Psychosocial and Emotional Development · Early Childhood Education and Development · Parental Involvement in Education · Psychology · Social Psychology
Schools as Acculturative and Developmental Contexts for Youth of Immigrant and Refugee Background
Affective Teacher–Student Relationships and Students' Engagement and Achievement
Longitudinal and Contextual Associations Between Teacher–Student Relationships and Student Engagement
Language Matters
Racial and ethnic differences in bullying
The role of affective teacher-student relationships in adolescents’ school engagement and achievement trajectories
Children in Peer Groups
The Teenage Brain
The Strengths and Difficulties Questionnaire
Intrinsic and extrinsic motivation from a self-determination theory perspective
School Engagement
Supporting the Inclusion of Socially Vulnerable Early Adolescents
Peer social acceptance and academic achievement
It is all about “Hope”
Teachers as risk and resource factors in minority students’ school adjustment
Immigrant Youth Resilience
Migration background and educational tracking
Youth’s Expectations for Their Teacher’s Handling of Peer Victimization and Their Socioemotional Development
Predictors of Academic Success in 9- to 11-Year-Old Homeless Children
Gender Differences in Friendship Values
Creating Supportive Contexts for Early Adolescents during the First Year of Middle School
Teacher Support, Peer Acceptance, and Engagement in the Classroom
Emotion-related socialization in the classroom
An integrative risk and resilience model for understanding the adaptation of immigrant-origin children and youth
Using attachment and relational perspectives to understand adaptation and resilience among immigrant and refugee youth
Social Exclusion among Peers
Individual, social, and family factors associated with high school dropout among low-SES youth
| Obras citantes distintas | 3 |
|---|---|
| Citas por año | 3 |
| Intervalo de citas | 2025 - 2025 (1) |
| Velocidad de citación | recent |
| Altamente citado | No |
| Tipos de cita | Neutras: 3 |