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School adaptation among immigrant youth from a Dutch integration program: The influence of acculturative stress and bicultural identity integration on academic motivation
Current Psychology ( IF 2.387 ) Pub Date : 2022-06-13 , DOI: 10.1007/s12144-022-03295-5
Vanessa K. Weva, Jenilee-Sarah Napoleon, Eva Malkus, Michael Hoover, Lydia Krabbendam, Jacob A. Burack, Mariëtte Huizinga

Academic motivation represents a psychoeducational construct that is associated with the academic success of youth. For some immigrant youth, however, their academic motivation may be affected by the various challenges that they face during their settlement in a culturally diverse school that promotes different self-construal values and practices. The main goal of this study is to investigate the cultural match or mismatch between non-Western immigrant youth and the self-construal orientation typically promoted in Western schools, as well as how specific challenges associated with migration contribute to the development of different levels of academic motivation during their recent settlement. We hypothesize that non-Western immigrant youth experience cultural mismatch in a Western school, and that greater reports of migration challenges are associated with increases in levels of external motivation and decreases in levels of intrinsic motivation. To test these hypotheses, the present study was conducted among non-Western immigrant youth between 12 and 19 years old in their first year of attending a Dutch academic integration program in The Netherlands. Our findings highlight that non-Western immigrant youth are mismatched with the self-construal orientations typically promoted in Dutch schools, and that there is specificity in the way that migration challenges relate to different levels of academic motivation. These findings should be considered by Western educational stakeholders who aim to foster academic success for immigrant youth early on in their resettlement.



中文翻译:

荷兰融合项目移民青年的学校适应:文化适应压力和双文化身份融合对学业动机的影响

学术动机代表了一种与青年学业成功相关的心理教育结构。然而,对于一些移民青年来说,他们的学业动机可能会受到他们在促进不同的自我建构价值观和实践的多元文化学校定居期间面临的各种挑战的影响。本研究的主要目的是调查非西方移民青年与西方学校通常提倡的自我建构取向之间的文化匹配或不匹配,以及与移民相关的具体挑战如何促进不同学术水平的发展他们最近定居期间的动机。我们假设非西方移民青年在西方学校经历文化不匹配,更多关于移民挑战的报告与外部动机水平的提高和内在动机水平的降低有关。为了验证这些假设,本研究是在 12 至 19 岁的非西方移民青年中进行的,他们在荷兰参加荷兰学术融合项目的第一年。我们的研究结果强调,非西方移民青年与荷兰学校通常提倡的自我解释取向不匹配,并且移民挑战与不同程度的学术动机相关的方式具有特殊性。西方教育利益相关者应该考虑这些调查结果,他们的目标是在移民青年重新安置的早期促进他们的学业成功。

更新日期:2022-06-14
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