Academic achievement among recently arrived Chinese adolescent migrants: The role of social support, school belonging, and acculturative stress
Ho, Ngai Kwan Nicole, Schweitzer, Robert, & Khawaja, Nigar G. (2016) Academic achievement among recently arrived Chinese adolescent migrants: The role of social support, school belonging, and acculturative stress. Journal of Psychologists and Counsellors in Schools. (In Press)
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Factors contributing to academic achievement among recently arrived Chinese adolescents in Australia remains 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.
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|Item Type:||Journal Article|
|Keywords:||academic achievement, Chinese migrants, social support, school belonging, acculturative stress|
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Health
Current > Institutes > Institute of Health and Biomedical Innovation
Current > Schools > School of Psychology & Counselling
|Copyright Owner:||Copyright 2016 The Author(s)|
|Deposited On:||22 Mar 2016 23:37|
|Last Modified:||27 Mar 2016 04:24|
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