The Impact of Cultural Dissonance and Acculturation Orientations on Immigrant Students’ academic performance
- Cristina Martinez Taboada 1
- María José Mera 2
- Alberto Amutio 1
- Xochilt Castañeda 3
- Emily Felt 3
- Gabriela Nicolae 1
- 1 University of the Basque Country (UPV-EHU), España
- 2 Universidad Andres Bello, Chile
- 3 University of California, Estados Unidos
ISSN: 1657-9267
Datum der Publikation: 2017
Ausgabe: 16
Nummer: 5
Art: Artikel
Andere Publikationen in: Universitas psychologica
Zusammenfassung
Prior research has documented meaningful differences between school performance of immigrant and native students. Multicultural education has been associated with academic failure of foreign students. The aim of this study was to examine the impact of a set of psychosocial variables on the perceived academic achievement of first generation immigrant adolescents from public secondary schools in Northern Spain. Results showed that 46% of the variability in foreign students’ perceived academic performance was explained by home-school cultural dissonance. We also explored the impact of acculturation orientation to separation, perception of discrimination from teachers, school adjustment, and psychological well-being in academic performance. Any multicultural education context should take into account psychosocial adjustment, given its influence on academic performance of all students.