Identification and comparison of school well-being patterns of migrant and native lower secondary-school students in Greece and Switzerland: A multigroup latent profile analysis approach. (2021)

• Record Type: Journal Article
• Authors: Kassis, Wassilis; Govaris, Christos; Chouvati, Raia; Sidler, Petra; Janousch, Clarissa; Ertanir, Beyhan
• Is Part Of: International journal of educational research. Volume 110(2021)
• Publication Date: 2021
• Subjects: Well-being -- Adolescence -- School -- Migrant students; Education -- Evaluation -- Periodicals; Curriculum evaluation -- Periodicals; Education -- Periodicals; Program Evaluation -- Periodicals; Éducation -- Évaluation -- Périodiques; Programmes d'études -- Evaluation -- Périodiques; Éducation -- Recherche -- Périodiques; Curriculum evaluation; Education -- Evaluation; Periodicals; 370.72
• DOI: 10.1016/j.ijer.2021.101863
• Languages: English
• ISSNs: 0883-0355

Abstract

Highlights: We detected three very similar school well-being patterns among migrant and native students for both countries. Migrant students' well-being is neither in quality nor in structure different from native lower students' well-being. Adolescent students' well-being is a result of the very similar interplay between individual and school related factors. Higher levels of teacher support and resilience, play a great role in determining students' well-being level. Our results indicate clearly that well-being can be fostered in schools. Abstract: Questionnaire data from a cross-sectional study of two samples on adolescents of 814 lower secondary school students ( M _age = 12.47) from Greece ( n = 439) and Switzerland ( n = 375) were used to identify and compare school well-being patterns of migrant and native students by multigroup latent profile analyses (LPA). The aim of this paper, by applying LPA as a typological approach, is to delve empirically into the question whether migrant and native lower secondary school students in Greece and Switzerland have different school well-being patterns. We detected three very similar school well-being patterns among migrant and native students for both countries. To compare the identified well-being patterns, we tested, using variance analysis with the Games-Howell post hoc test, the respective levels of the seven introduced well-being indicators: The highest school well-being pattern for migrant and native students is derived from a combination of low levels of fear/depression and high levels of self-determination, self-efficacy, and self-esteem in conjunction with high levels of life satisfaction, general well-being, and satisfaction with grades at school. In order to understand the socialization conditions under which the respective school well-being patterns emerged, we ran a multinomial regression analysis on the identified well-being patterns related to teacher support and resilience. Overall, we found that higher levels of social support, as introduced via teacher support and resilience, play a great role in determining the school well-being level that a young person achieves.