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The Language of Learning: The Academic Engagement of Newcomer Immigrant Youth
Author(s) -
Kim Ha Yeon,
SuárezOrozco Carola
Publication year - 2015
Publication title -
journal of research on adolescence
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.342
H-Index - 95
eISSN - 1532-7795
pISSN - 1050-8392
DOI - 10.1111/jora.12130
Subject(s) - psychology , mediation , immigration , student engagement , developmental psychology , cognition , longitudinal study , academic achievement , social psychology , mathematics education , sociology , social science , statistics , mathematics , archaeology , neuroscience , history
The current study uses an accelerated longitudinal design to examine the role of three dimensions of academic engagement (behavioral, relational, and cognitive) in explaining the influence of E nglish language proficiency on newcomer immigrant youths' academic performance across adolescence. The sample included 354 youth from C entral A merica, C hina, the D ominican R epublic, H aiti, and M exico. As established with other populations, the behavioral, relational, and cognitive dimensions of academic engagement were closely associated to one another and significantly contributed to academic performance. Mediation analyses revealed that immigrant youth with limited E nglish language proficiency were more likely to experience low levels of relational and behavioral engagement, which contributed to lower levels of academic performance over time.