Participation in society is instrumental for democracy and of special importance for minority members. Despite broad research in the context of adults' participation, the earlier formative years and the participation of students in school activities have been neglected so far. The present research examined antecedents and consequences of Latin American migrant students' participation in school activities in Chile. More specifically, we tested whether three forms of social recognition experiences (i.e., need‐based care, equality‐based respect and achievement‐based social esteem) received from Chilean society predicted different forms of school participation. Heightened school participation was assumed to further translate into satisfaction with life. Results of a study with immigrant students (N = 393; 12–20 years old; 56.7% female) revealed, that experiences of social esteem predicted an overall positive perception of school participation and this effect further translated into heightened life satisfaction. Moreover, experiences of respect were associated with participation in school decisions and rules and with participation in school events. The latter effect further translated into enhanced life satisfaction. Care did not play a role in predicting school participation when the other forms of recognition were controlled for. We discuss the importance of social recognition experiences and implications for interventions within educational systems.

中文翻译：

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社会认可问题：移民学生的学校参与和生活满意度的后果

参与社会有助于民主，对少数族裔特别重要。尽管在成人参与的背景下进行了广泛的研究，但迄今为止，早期的成长阶段和学生对学校活动的参与都被忽略了。本研究调查了拉丁美洲移民学生参加智利学校活动的前因和后果。更具体地说，我们测试了从智利社会获得的三种形式的社会认可经验（即基于需求的照护，基于平等的尊重和基于成就的社会自尊）是否预测了不同形式的学校参与。人们认为增加学校参与可以进一步转化为对生活的满意度。对移民学生的研究结果（N= 393; 12–20岁；56.7％的女性）透露，社交自尊的经历预示了对学校参与的总体积极看法，这种影响进一步转化为生活满意度的提高。此外，尊重的经历与参加学校的决定和规则以及参加学校的活动有关。后者的影响进一步转化为生活满意度的提高。当控制其他形式的认可时，照料在预测学校参与方面没有作用。我们讨论了社会认可经验的重要性及其对教育系统内干预措施的影响。