Explaining differences in reading motivation between immigrant and native students: The role of parental involvement

Abstract

Immigrant students usually report high levels of academic interest and motivation compared to their native peers. Given the important role that parents play in fostering their children's academic motivation, this article focuses on aspects of parental involvement and analyzes possible mediator effects on the students' reading motivation and achievement using structural equation modeling. The analyses were conducted with data from N = 891 Swiss fourth-graders and their families. Immigrant students received less emotional support from their parents, although the latter had significantly higher expectations for their child's reading achievement. Furthermore, the three aspects of parental involvement investigated had a significant impact on the development of reading motivation. In mediation analyses, just one of the 12 effects tested appeared to be a mediation effect. Further research is needed to explain differences in motivation between immigrant and native students.

Reciprocal relations between intrinsic reading motivation and reading competence: A comparison between native and immigrant students in Germany

“…In addition, students' immigration status positively predicted intrinsic reading motivation in grades 4 and 6 when taking into account prior motivation, vocabulary, and text comprehension. Moreover, Villiger, Wandeler, and Niggli (2014) found that students' immigration status was either uncorrelated or positively correlated with indicators of intrinsic reading motivation (reading enjoyment and reading curiosity) in a sample of German-speaking students in Switzerland. Immigrant students' similar or even higher levels of motivation despite their lower achievement in comparison to native students, sometimes called the aspirationachievement paradox (Salikutluk, 2016), can be explained by the immigrant optimism hypothesis (Kao & Tienda, 1995).…”

“…In addition, students' immigration status positively predicted intrinsic reading motivation in grades 4 and 6 when taking into account prior motivation, vocabulary, and text comprehension. Moreover, Villiger, Wandeler, and Niggli () found that students' immigration status was either uncorrelated or positively correlated with indicators of intrinsic reading motivation (reading enjoyment and reading curiosity) in a sample of German‐speaking students in Switzerland.…”

Représentations sociales sur l’école et stratégies déployées par des parents récemment immigrés pour soutenir l’expérience socioscolaire de leurs enfants dans la société d’accueil : regards croisés de parents et d’intervenants

“…Aussi, l'élaboration de RS sur le système scolaire de la société d'accueil constitue une façon pour les parents récemment immigrés de se construire un cadre commun de références et de prendre position dans les rapports sociaux avec les autres groupes de l'environnement social (les autres parents d'élèves, le personnel du milieu scolaire, les enfants, etc. , sur des enjeux linguistiques qui touchent les parents immigrants (De Koninck & Armand, 2011), sur l'implication parentale en général (Deslandes & Bertrand, 2004;Epstein, 2011;Fan & Chen, 2001; Larivée, 2011) et sur l'implication parentale en contexte d'immigration (Jeynes, 2005;Moreno & Chuang, 2011;Vatz Laaroussi et al, 2005;Vatz Laaroussi, Kanouté et al, 2008;Villiger, Wandeler, & Niggli, 2014) (Miles & Huberman, 2003, p. 21). soulève aussi l'apport des démarches qualitatives pour étudier « les spécificités socioculturelles de milieux de vie » (p. 58) en favorisant la mise en lumière de points de vue peu visibles, comme c'est parfois le cas des parents immigrants ou de protagonistes du milieu communautaire.…”

Causes of academic and behavioral difficulties among Japanese-Brazilian students: cognitive, linguistic and parental education factors

“…CLD students in low-income families are reported to exhibit learning and behavioral problems more frequently (Ceballos and Bratton 2010). Parents' educational background and involvement in child rearing also have an impact on the children's academic achievement and behavioral problems (Bradley et al 2001;Suárez-Orozco et al 2009;Villiger et al 2014).…”