| Title: |
Low Peer Acceptance and Classroom Engagement: The Protective Role of Elementary School Teacher-Student Relationships for Immigrant-Background Students |
| Language: |
English |
| Authors: |
Isabelle Archambault; Sophie Lampron-de Souza (ORCID 0000-0003-2512-3712); Catherine Lamanque-Bélanger; Sophie Pascal; Linda S. Pagani; Véronique Dupéré |
| Source: |
Journal of Early Adolescence. 2024 44(7):934-953. |
| Availability: |
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: |
Y |
| Page Count: |
20 |
| Publication Date: |
2024 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Elementary Education; Grade 5; Intermediate Grades; Middle Schools; Grade 6 |
| Descriptors: |
Peer Relationship; Immigrants; Teacher Student Relationship; Elementary School Students; Grade 5; Grade 6; Learner Engagement; Foreign Countries; Emotional Response; Academic Achievement; Student Behavior; Parent Role; Student Characteristics |
| Geographic Terms: |
Canada (Montreal) |
| Assessment and Survey Identifiers: |
Strengths and Difficulties Questionnaire |
| DOI: |
10.1177/02724316231212559 |
| ISSN: |
0272-4316; 1552-5449 |
| Abstract: |
The increasing cultural diversity in host society schools highlights the need to better understand the conditions supporting the integration of students with an immigrant background. This study examines whether peer acceptance enhances the association between student-teacher relationship closeness and classroom emotional engagement, and whether this association is moderated by student immigrant status. This study followed 251 fifth- and sixth-grade first- (34.3%), second- (49.4%), or third-generation-plus (16.3%) students across two school years (46.6% boys). Measures included child-reported classroom emotional engagement, student-teacher relationships, peer acceptance, and immigrant status. Using a hierarchical multiple linear regression model, this study demonstrates that positive relationships with teachers represent a protective factor for classroom emotional engagement among students who do not feel accepted by classmates, but only for first-generation students (b = 0.46, p < 0.001). Our results underscore the importance of developing intervention strategies for building student-teacher relationships to benefit the classroom integration of first-generation students. |
| Abstractor: |
As Provided |
| Entry Date: |
2024 |
| Accession Number: |
EJ1432298 |
| Database: |
ERIC |