Student engagement in school needs to be considered when comparing immigrant and native students, particularly at a time of increasing migratory movements throughout the world. Differences in cognitive, affective, behavioral, and agentic student engagement dimensions were examined for students with immigrant and native parents, and for early and middle adolescence. A four-dimensional measure of student engagement was completed by 643 students (52.7% women). Results indicated that: students with native parents present higher cognitive and agentic engagement than students with immigrant parents; early adolescents are more cognitively engaged than middle adolescents; early adolescents with native parents present higher cognitive engagement than early adolescents with immigrant parents and middle adolescents. These results contribute to knowledge advancement, enhancing the understanding of student engagement with immigrant and native parents during early and middle adolescence, which might stimulate additional research moving towards a more inclusive school. Based on the findings and conclusions from this study, possibilities for future research and political-educational recommendations are presented.

在比较移民学生和本地学生时，需要考虑学生在学校的参与度，尤其是在世界各地的移民运动日益增加的时候。针对有移民和本土父母的学生以及青春期早期和中期的学生，研究了认知、情感、行为和代理学生参与维度的差异。643 名学生（52.7% 为女性）完成了学生参与度的四维测量。结果表明：本土父母的学生比移民父母的学生表现出更高的认知和代理参与；早期青少年比中期青少年在认知上更投入；与父母为移民的早期青少年和中年青少年相比，拥有本土父母的早期青少年表现出更高的认知参与度。这些结果有助于知识进步，增强学生在青春期早期和中期与移民和本土父母的互动的理解，这可能会刺激更多的研究转向更具包容性的学校。根据本研究的发现和结论，提出了未来研究的可能性和政治教育建议。