Page 168 - Ana Kozina and Nora Wiium, eds. ▪︎ Positive Youth Development in Contexts. Ljubljana: Educational Research Institute, 2021. Digital Library, Dissertationes (Scientific Monographs), 42.
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positive youth development in contexts
immigrants reported the lowest parental emotional support among the
three groups of students, although the difference is significant only for na-
tive students’ perception. On the other hand, first-generation students re-
ported the lowest sense of belonging to the school, whereas there were no
significant differences in the sense of belonging to the school among the
second-generation immigrants and native students (see Table 4).
As may be seen in Table 4, native students reported the most positive
attitudes to working hard to achieve success at school and later in life (atti-
tude to school: learning activities) among the three student groups, where
the difference is significant only for first-generation immigrants. First-
generation immigrants also have the most positive attitudes to immigrants
among all three groups (the difference is significant for all three groups).
Moreover, this group of students also reported the highest respect for peo-
ple from other cultures (the difference is significant only in comparison
to native students). There are no significant differences in global-minded-
ness, which means there are no differences in students’ connectedness to
the world community and their sense of responsibility to its members.
There are no significant differences in the self-reported scales of the
caring construct between the three student groups (see Table 4).
In general, first- and second-generation immigrants assess their own
competence as lower than their native peers. In terms of confidence, there
are no differences between the students, except in cognitive flexibility/ad-
aptability, where first-generation immigrants reported greater flexibili-
ty/adaptability than second-generation students. In terms of connection,
second-generation immigrants reported the lowest levels of connection
with their teachers, peers and parents than their peers, although first-gene
ration immigrants reported the lowest levels of belonging to the school
among the three groups. As for character, first-generation immigrants
show the most positive attitudes toward diversity among the three groups.
Discussion
Although, as expected, the analysis showed mixed results for the 5Cs, it is
possible to draw certain common conclusions. Significant differences were
found among native students, first- and second-generation immigrants in
the self-assessed 5Cs’ indicators that reveal interesting aspects of adoles-
cents’ development in the light of an immigrant background.
For example, the results for the competence component showed
first-generation immigrant students assess the PISA test as more difficult
168
immigrants reported the lowest parental emotional support among the
three groups of students, although the difference is significant only for na-
tive students’ perception. On the other hand, first-generation students re-
ported the lowest sense of belonging to the school, whereas there were no
significant differences in the sense of belonging to the school among the
second-generation immigrants and native students (see Table 4).
As may be seen in Table 4, native students reported the most positive
attitudes to working hard to achieve success at school and later in life (atti-
tude to school: learning activities) among the three student groups, where
the difference is significant only for first-generation immigrants. First-
generation immigrants also have the most positive attitudes to immigrants
among all three groups (the difference is significant for all three groups).
Moreover, this group of students also reported the highest respect for peo-
ple from other cultures (the difference is significant only in comparison
to native students). There are no significant differences in global-minded-
ness, which means there are no differences in students’ connectedness to
the world community and their sense of responsibility to its members.
There are no significant differences in the self-reported scales of the
caring construct between the three student groups (see Table 4).
In general, first- and second-generation immigrants assess their own
competence as lower than their native peers. In terms of confidence, there
are no differences between the students, except in cognitive flexibility/ad-
aptability, where first-generation immigrants reported greater flexibili-
ty/adaptability than second-generation students. In terms of connection,
second-generation immigrants reported the lowest levels of connection
with their teachers, peers and parents than their peers, although first-gene
ration immigrants reported the lowest levels of belonging to the school
among the three groups. As for character, first-generation immigrants
show the most positive attitudes toward diversity among the three groups.
Discussion
Although, as expected, the analysis showed mixed results for the 5Cs, it is
possible to draw certain common conclusions. Significant differences were
found among native students, first- and second-generation immigrants in
the self-assessed 5Cs’ indicators that reveal interesting aspects of adoles-
cents’ development in the light of an immigrant background.
For example, the results for the competence component showed
first-generation immigrant students assess the PISA test as more difficult
168
