Student engagement in school needs to be considered when comparing immigrant and native students, particularly at a time
of increasing migratory movements throughout the world. Differences in cognitive, affective, behavioral, and agentic student
engagement dimensions were examined for students with immigrant and native parents, and for early and middle adolescence.
A four-dimensional measure of student engagement was completed by 643 students (52.7% women). Results indicated that:
students with native parents present higher cognitive and agentic engagement than students with immigrant parents; early
adolescents are more cognitively engaged than middle adolescents; early adolescents with native parents present higher
cognitive engagement than early adolescents with immigrant parents and middle adolescents. These results contribute to
knowledge advancement, enhancing the understanding of student engagement with immigrant and native parents during
early and middle adolescence, which might stimulate additional research moving towards a more inclusive school. Based
on the findings and conclusions from this study, possibilities for future research and political-educational recommendations
are presented.
This study received national funding from the
FCT - Fundação para a Ciência e a Tecnologia, IP, within the scope of
the UIDEF - Unidade de Investigação e Desenvolvimento em Educação
e Formação, Reference UIDB/04107/2020.
