Resilience and school success of young immigrants
Secondary school is a high-risk academic period for young immigrants from disadvantaged environments. Despite this, some students are successful in their transition to Post-16 Education. The present study examines the relationship between resilience and completing school in immigrant young people in...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2015 |
| País: | España |
| Institución: | Universitat Autònoma de Barcelona |
| Repositorio: | Dipòsit Digital de Documents de la UAB |
| Idioma: | inglés |
| OAI Identifier: | oai:ddd.uab.cat:312551 |
| Acceso en línea: | https://ddd.uab.cat/record/312551 https://dx.doi.org/urn:doi:10.1080/02103702.2015.1009232 |
| Access Level: | acceso abierto |
| Palabra clave: | Resilience School success Young immigrants Academic transition Resiliencia Éxito escolar Jóvenes inmigrantes Transición académica |
| Sumario: | Secondary school is a high-risk academic period for young immigrants from disadvantaged environments. Despite this, some students are successful in their transition to Post-16 Education. The present study examines the relationship between resilience and completing school in immigrant young people in Spain. A mixed method design was followed. Ninety-four students in their fourth year of compulsory education participated; they included 19 different nationalities. Results of this study suggest that students who continue their studies beyond obligatory education have higher levels of resilience. The findings also suggest the activation of the relational dimension of "social capital" in young people. Factors such as academic self-concept, the presence of peers as models of school success and the social capital available in their networks are also relevant. |
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