The adaptation and well-being of adolescent immigrants in Greek schools: A multilevel, longitudinal study of risks and resources

This study examined growth patterns in adaptation of immigrant youth from a risk and resilience perspective. Students from first- and second-generation immigrant families living in Greece and their nonimmigrant classmates (N = 1,057) were assessed over the first 3 years of secondary school (ages 13–...

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Bibliographic Details
Published in:Development and psychopathology 2012-05, Vol.24 (2), p.451-473
Main Authors: Motti-Stefanidi, Frosso, Asendorpf, Jens B., Masten, Ann S.
Format: Article
Language:English
Subjects:
Adaptation
Adaptation, Psychological
Adaptations
Adolescence
Adolescent
Age
Educational Status
Emigrants and Immigrants - psychology
Female
Greece
Growth patterns
Humans
Immigrant students
Immigrants
Longitudinal Studies
Male
Mental Health
Peer Group
Psychopathology
Schools
Social Adjustment
Social Environment
Socio-economic aspects
Students - psychology
Teenagers
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Summary:This study examined growth patterns in adaptation of immigrant youth from a risk and resilience perspective. Students from first- and second-generation immigrant families living in Greece and their nonimmigrant classmates (N = 1,057) were assessed over the first 3 years of secondary school (ages 13–15). Three-level hierarchical linear models were used to disentangle individual and classroom-level effects on initial level and change in academic achievement, conduct, peer popularity, and psychological well-being. At the individual level, adaptation was more related to self-efficacy and parental school involvement (resources) than immigrant status and social adversity (risks). Only for academic achievement did risks explain variance when resources were controlled. Parental school involvement moderated the effect of immigrant status for initial level and growth in achievement. For all students, achievement and conduct worsened over time. At the classroom level, socioeconomic and ethnic composition of the classroom moderated the effects of self-efficacy and immigrant status on academic achievement and peer popularity, respectively. Second-generation immigrants were more popular than first-generation immigrants, but showed a larger decrease over time in school achievement. Results support a developmental, differentiated, and contextualized approach to the study of immigrant youth adaptation.
ISSN:0954-5794
1469-2198
DOI:10.1017/S0954579412000090