Resilience in multicultural classrooms: School relationships can protect the school adjustment of immigrant, refugee and non‐immigrant children
Teacher-child and peer relationship quality can be beneficial for the school adjustment of both first-generation immigrant and refugee children and non-immigrant children.
Authors
- Nele McElvany (ORCID: https://orcid.org/0000-0001-8649-5523)
- Philipp Jugert (ORCID: https://orcid.org/0000-0003-4313-0596)
- Francesca Ialuna (ORCID: https://orcid.org/0000-0002-2159-7198)
- Birgit Leyendecker (ORCID: https://orcid.org/0000-0003-1301-8069)
- Sauro Civitillo (ORCID: https://orcid.org/0000-0001-7607-0935)
Institutions
- University of Applied Sciences Utrecht (NL)
- Utrecht University (NL)
- TU Dortmund University (DE)
- University Hospitals of the Ruhr-University of Bochum (DE)
- University of Duisburg-Essen (DE)
- Ruhr University Bochum (DE)
Publication Details
- Journal
- British Journal of Educational Psychology
- Published
- 2024-08-21
- DOI
- https://doi.org/10.1111/bjep.12713
- Citations
- 11
- Primary Topic
- Early Childhood Education and Development
- Type
- article
- Field-Weighted Citation Impact
- 23.05
Funders
- Mercator Research Center Ruhr