Academic Well-Being of Immigrants with Pre-Migration War Traumas: The Role of Parents, Teachers and Language Proficiency

Atalan Ergin D., Akgul G.

AMERICAN JOURNAL OF FAMILY THERAPY, cilt.51, sa.4, ss.491-511, 2023 (SSCI) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 51 Sayı: 4
  • Basım Tarihi: 2023
  • Doi Numarası: 10.1080/01926187.2021.2015724
  • Dergi Adı: AMERICAN JOURNAL OF FAMILY THERAPY
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, Periodicals Index Online, CINAHL, EBSCO Education Source, Education Abstracts, Gender Studies Database, Psycinfo, Social services abstracts, Sociological abstracts, Violence & Abuse Abstracts
  • Sayfa Sayıları: ss.491-511
  • Anahtar Kelimeler: Immigrants, academic well-being, traumatic experience, teacher support, parents' schooling expectations, PERCEIVED SOCIAL SUPPORT, POSTTRAUMATIC GROWTH, DEVELOPMENTAL COMPETENCES, EDUCATIONAL EXPECTATIONS, SCHOOL ADJUSTMENT, CHILDREN, STUDENTS, ADOLESCENTS, ACHIEVEMENT, ACCULTURATION
  • Ankara Üniversitesi Adresli: Evet

Özet

Academic well-being may be an important indicator of mental health for immigrants. The present study examines the relationships between teacher support, parents' schooling expectations, traumatic events and language proficiency with academic well-being using path analysis. Data were collected from 239 Syrian adolescents. Teacher support and parents' schooling expectation had a direct effect on academic well-being. Language proficiency affected teacher support. The traumatic event affected school strength and parents' school expectations. The findings underlined the role of school and family environments in immigrant adolescents' well-being, particularly teacher support and parents' schooling expectations.