Procedia - Social and Behavioral Sciences · 2014 · 13 citations · 5 references
EducationEducational PsychologyHuman DevelopmentAdolescent DevelopmentImmigration StudiesSocial DevelopmentAcademic FunctioningAdolescent Social DevelopmentDevelopmental ResiliencePsychological ResilienceResilience BuildingResilience DevelopmentImmigrant Adolescent AdjustmentImmigrant Student AchievementImmigrant Student SchoolingMigrant Student Well-beingRelational Social CapitalResidence TimeResilience In AdolescenceSchool Completion
The present study examines the relationship between resilience and school completion of immigrant youth in Spain. Ninety- four students in their fourth year compulsory education participated in the study; they were from 19 different nationalities, between 15 and 18 years of age, and the ratio boys/girls was 55/45. There were no significant differences by gender, age, residence time, or incorporation into the education system. Differences were associated to cultural groups and variables related with academic self-perception. Finally, it was shown that young students that continue their studies beyond obligatory education have higher levels of resilience, as measured by the SV-RES scale. Overall, the findings in this study suggest the activation of the relational dimension of “social capital” in youth, as for example through mentoring or service-learning programs.
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