Beyond compulsory schooling: resilience and academic success of immigrant youth
The present study examines the relationship between resilience and school completion of immigrant youth in Spain. Ninety- four students in their fourth year compulsory education participated in the study; they were from 19 different nationalities, between 15 and 18 years of age, and the ratio boys/g...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2014 |
| País: | España |
| Institución: | Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya) |
| Repositorio: | Recercat. Dipósit de la Recerca de Catalunya |
| OAI Identifier: | oai:recercat.cat:2445/65576 |
| Acceso en línea: | https://hdl.handle.net/2445/65576 |
| Access Level: | acceso abierto |
| Palabra clave: | Resiliència (Tret de la personalitat) Rendiment acadèmic Educació secundària Immigrants adolescents Resilience (Personality trait) Academic achievement Secondary education Teenage immigrants |
| Sumario: | The present study examines the relationship between resilience and school completion of immigrant youth in Spain. Ninety- four students in their fourth year compulsory education participated in the study; they were from 19 different nationalities, between 15 and 18 years of age, and the ratio boys/girls was 55/45. There were no significant differences by gender, age, residence time, or incorporation into the education system. Differences were associated to cultural groups and variables related with academic self-perception. Finally, it was shown that young students that continue their studies beyond obligatory education have higher levels of resilience, as measured by the SV-RES scale. Overall, the findings in this study suggest the activation of the relational dimension of "social capital" in youth, as for example through mentoring or service-learning programs. |
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