Language:

Academic Achievement Among Recently Arrived Chinese Adolescent Migrants: The Role of Social Support, School Belonging, and Acculturative Stress

Australian journal of guidance and counselling, 2017-06, Vol.27 (1), p.24-36 [Peer Reviewed Journal]

Copyright © The Author(s) 2016 ;ISSN: 2055-6365 ;ISSN: 1037-2911 ;EISSN: 2055-6373 ;EISSN: 1839-2520 ;DOI: 10.1017/jgc.2016.4

Full text available

Citations Cited by

Actions
1. Add to My Research
2. Remove from My Research
3. E-mail
4. Print
5. Permalink
6. Citation
7. EasyBib
8. EndNote
9. RefWorks
10. Delicious
11. Export RIS
12. Export BibTeX

Title:
Academic Achievement Among Recently Arrived Chinese Adolescent Migrants: The Role of Social Support, School Belonging, and Acculturative Stress
Author: Ho, Ngai Kwan Nicole ; Schweitzer, Robert D. ; Khawaja, Nigar G.
Subjects: Academic Achievement ; Acculturation ; Acculturative stress ; Adjustment (To environment) ; Adolescent Attitudes ; Adolescents ; Asian students ; Asians ; Chinese ; Chinese culture ; Chinese students ; Cultural differences ; Emotional adjustment ; Foreign Countries ; Group experience ; Migrants ; Performance Factors ; Questionnaires ; Role ; School belonging ; Secondary Education ; Sense of Community ; Social support ; Social Support Groups ; Stress management ; Stress Variables ; Student needs ; Student School Relationship ; Student stress ; Students ; Studies ; Teenagers
Is Part Of: Australian journal of guidance and counselling, 2017-06, Vol.27 (1), p.24-36
Description: Factors contributing to academic achievement among recently arrived Chinese adolescents in Australia remain relatively underexplored. Previous studies focused on Asian migrants, including Chinese, but did not distinguish Chinese from other Asian migrants. The current study specifically looks at Chinese migrants who have recently arrived, as opposed to Asian migrants. This study aims to explore the role of social support, school belonging, and acculturative stress on academic achievement of recently arrived Chinese adolescents (n = 55). Questionnaires were administered to this sample. The results indicated that school belonging, interestingly, was negatively associated with academic achievement. Perceived social support and acculturative stress were not significantly associated with academic achievement. The findings provide insights into risk and protective factors influencing academic achievement of Chinese migrants. Implications of the findings are discussed.
Publisher: Cambridge, UK: Cambridge University Press
Language: English
Identifier: ISSN: 2055-6365
ISSN: 1037-2911
EISSN: 2055-6373
EISSN: 1839-2520
DOI: 10.1017/jgc.2016.4
Source: ProQuest One Psychology
Education Resources Information Center (ERIC)
AUTh Library subscriptions: ProQuest Central

Back to results list

Previous Result 16 Next Go to Next page


INSPIRE LIBRARY - TON DUC THANG UNIVERSITY	(84-028) 37 755 057	Feedback
19 Nguyen Huu Tho St. Dist.7, HCM	thuvien@tdtu.edu.vn	Feedback

Academic Achievement Among Recently Arrived Chinese Adolescent Migrants: The Role of Social Support, School Belonging, and Acculturative Stress

Copyright © The Author(s) 2016 ;ISSN: 2055-6365 ;ISSN: 1037-2911 ;EISSN: 2055-6373 ;EISSN: 1839-2520 ;DOI: 10.1017/jgc.2016.4

Searching Remote Databases, Please Wait