What is it about?
Our study addresses immigrant and Spanish adolescents’ views about the “community dimension of school climate”. This dimension centers on family-school relationships (adolescents' perceived relationships between their families and school), and school relationships (adolescents' perceived relationships with peers, teachers and their sense of belonging), and how these relate to their academic results. Seven hundred and forty-five (745) students living in Galicia, Spain, participated in the study. Their ages ranged from 12 to 18 years old (M = 14.5, SD = 1.67). Spanish students accounted for 81% of the sample, while 19% were immigrant students, mostly first generation immigrants. The sole variable “school relationships” accounted for 20% of the academic results of immigrant students. For Spanish students, this variable together with students’ age and parental education accounted for 27% of their marks.
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Why is it important?
This study underscores that perceived relationships inside schools are significant for the academic success of immigrant and Spanish students and point at the importance that investing in school relationships might have for students.
Perspectives
Systems theory has fed my theoretical background through the years. According to Systems theory, relationships inside the system and with other systems are paramount. In agreement with an emphasis in relationships, our results show the importance of the relational processes going on inside schools for Spanish and immigrant students' academic results.
Dr. Silvia López-Larrosa
Universidade da Coruna
Read the Original
This page is a summary of: Immigrant students in Spain compared to Spanish students:
Perceived relationships and academic results, Revista Iberoamericana de Psicología y Salud, January 2019, Consejo General de Colegios Oficiales de Psicologos,
DOI: 10.23923/j.rips.2019.02.026.
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