Show simple item record

2012-04-17Zeitschriftenartikel DOI: 10.18452/27791
The adaptation and well-being of adolescent immigrants in Greek schools: A multilevel, longitudinal study of risks and resources
dc.contributor.authorMotti, Frosso
dc.contributor.authorAsendorpf, Jens B.
dc.contributor.authorMasten, Ann
dc.date.accessioned2023-11-27T08:55:24Z
dc.date.available2023-11-27T08:55:24Z
dc.date.issued2012-04-17none
dc.identifier.urihttp://edoc.hu-berlin.de/18452/28443
dc.descriptionThis publication is with permission of the rights owner freely accessible due to an Alliance licence and a national licence (funded by the DFG, German Research Foundation) respectively.none
dc.description.abstractThis study examined growth patterns in adaptation of immigrant youth from a risk and resilience perspective. Students from first- and second-generation immigrant families living in Greece and their nonimmigrant classmates (N= 1,057) were assessed over the first 3 years of secondary school (ages 13–15). Three-level hierarchical linear models were used to disentangle individual and classroom-level effects on initial level and change in academic achievement, conduct, peer popularity, and psychological well-being. At the individual level, adaptation was more related to self-efficacy and parental school involvement (resources) than immigrant status and social adversity (risks). Only for academic achievement did risks explain variance when resources were controlled. Parental school involvement moderated the effect of immigrant status for initial level and growth in achievement. For all students, achievement and conduct worsened over time. At the classroom level, socioeconomic and ethnic composition of the classroom moderated the effects of self-efficacy and immigrant status on academic achievement and peer popularity, respectively. Second-generation immigrants were more popular than first-generation immigrants, but showed a larger decrease over time in school achievement. Results support a developmental, differentiated, and contextualized approach to the study of immigrant youth adaptation.eng
dc.language.isoengnone
dc.publisherHumboldt-Universität zu Berlin
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/
dc.subject.ddc150 Psychologienone
dc.titleThe adaptation and well-being of adolescent immigrants in Greek schools: A multilevel, longitudinal study of risks and resourcesnone
dc.typearticle
dc.identifier.urnurn:nbn:de:kobv:11-110-18452/28443-7
dc.identifier.doihttp://dx.doi.org/10.18452/27791
dc.type.versionpublishedVersionnone
local.edoc.pages23none
local.edoc.type-nameZeitschriftenartikel
local.edoc.container-typeperiodical
local.edoc.container-type-nameZeitschrift
dc.description.versionPeer Reviewednone
dc.identifier.eissn1469-2198
dcterms.bibliographicCitation.doi10.1017/S0954579412000090
dcterms.bibliographicCitation.journaltitleDevelopment and psychopathologynone
dcterms.bibliographicCitation.volume24none
dcterms.bibliographicCitation.issue2none
dcterms.bibliographicCitation.originalpublishernameCambridge Univ. Pressnone
dcterms.bibliographicCitation.originalpublisherplaceCambridgenone
dcterms.bibliographicCitation.pagestart451none
dcterms.bibliographicCitation.pageend473none
bua.departmentLebenswissenschaftliche Fakultätnone

Show simple item record