Individual, Pre-Migration, and Post-Settlement Factors in Predicting Academic Success of Adolescents from Refugee Backgrounds: a 12-Month Follow-Up
Charissa W. S. Wong (),
Robert D. Schweitzer () and
Nigar G. Khawaja ()
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Charissa W. S. Wong: Queensland University of Technology
Robert D. Schweitzer: Queensland University of Technology
Nigar G. Khawaja: Queensland University of Technology
Journal of International Migration and Integration, 2018, vol. 19, issue 4, No 14, 1095-1117
Abstract:
Abstract The current study investigated the role of individual, pre-migration, and post-settlement factors in predicting academic success of 62 adolescents from refugee backgrounds with self-reported ages of 11 to 18 years at a 12-month follow-up. Academic success was defined in terms of school retention and academic achievement. School retention was predicted by pre-migration academic English proficiency, whilst engagement in vocational training was predicted by age and pre-migration trauma. Academic scores on elective subjects were predicted by gender and pre-migration trauma. Learning support required was predicted by psychological distress. The findings have important implications for schools and policy-makers in providing resources to facilitate the academic success of adolescents from refugee backgrounds in Australia.
Keywords: Refugee adolescents; School retention; Academic success; Academic achievement; Longitudinal study (search for similar items in EconPapers)
Date: 2018
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DOI: 10.1007/s12134-018-0589-6
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