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Immigrant background and gender differences in primary students' motivations toward studying

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  • Fabio Alivernini
  • Sara Manganelli
  • Elisa Cavicchiolo
  • Laura Girelli
  • Valeria Biasi
  • Fabio Lucidi

Abstract

In the study, based on a representative sample of 26,670 Italian fifth-grade students, the authors examine the academic motivational profiles of immigrant and native students, as well as of boys and girls. To reliably estimate mean differences, the measurement invariance of a short version of the Academic Self-Regulation Questionnaire was first established across the groups. Boys reported less autonomous motives for studying than girls while first-generation immigrant pupils showed higher levels of intrinsic motivation, identified regulation, and external regulation for studying than natives did. Also, second-generation immigrants had higher levels of academic motivation than natives did, although they were less motivated and reported less autonomous reasons for studying than first generations. While confirming the immigrant paradox in a country with a rapidly increasing level of immigrant students, findings show that second-generation immigrants not only report a lower quantity of motivation than first-generations, but also appear to have a different quality of motivation.

Suggested Citation

  • Fabio Alivernini & Sara Manganelli & Elisa Cavicchiolo & Laura Girelli & Valeria Biasi & Fabio Lucidi, 2018. "Immigrant background and gender differences in primary students' motivations toward studying," The Journal of Educational Research, Taylor & Francis Journals, vol. 111(5), pages 603-611, September.
    • Handle: RePEc:taf:vjerxx:v:111:y:2018:i:5:p:603-611
    DOI: 10.1080/00220671.2017.1349073
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    Cited by:

    1. Bianchi, Dora & Cavicchiolo, Elisa & Manganelli, Sara & Lucidi, Fabio & Chirico, Andrea & Girelli, Laura & Cozzolino, Mauro & Alivernini, Fabio, 2022. "School absenteeism and self-efficacy in very-low-income students in Italy: Cross-lagged relationships and differential effects of immigrant background," Children and Youth Services Review, Elsevier, vol. 136(C).
    2. Julia Marie Christina Wenzing & Nadya Gharaei & Zeynep Demir & Maja Katharina Schachner, 2021. "Do Parental and Peer Support Protect Adjustment in the Face of Ethnic Discrimination? A Comparison between Refugee Youth and Youth of Immigrant Descent," IJERPH, MDPI, vol. 18(22), pages 1-21, November.

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