Cover Image

Resilience in multicultural classrooms: School relationships can protect the school adjustment of immigrant, refugee and non‐immigrant children

Fuente: Wiley Open Access

Saved in:

Bibliographic Details
Main Authors:	Francesca Ialuna, Sauro Civitillo, Nele McElvany, Birgit Leyendecker, Philipp Jugert
Format:	Artículo Open Access
Published:	Wiley 2024
Subjects:	British Journal of Educational Psychology
Online Access:	Acceder al recurso
Tags:	Add Tag No Tags, Be the first to tag this record!

Similar Items

Relating differently: Assessing and comparing associations between social and affective adjustment factors in immigrant and non‐immigrant students
by: Mafalda L. Campos, et al.
Published: (2025)

Linking school‐ and classroom‐level characteristics to child adjustment: A representative study of children from Hong Kong, China
by: Xiaomin Li, et al.
Published: (2024)

Space‐focused stereotypes of immigrant neighbourhoods
by: Iniobong Essien, et al.
Published: (2024)

Smiling across borders: Host culture members' reactions to happiness expressed by immigrants
by: Magdalena Bobowik, et al.
Published: (2026)

Investigating Preservice Teachers' Competence to Notice Ethnic Microaggressions in the Classroom
by: Sauro Civitillo, et al.
Published: (2025)

Staying self‐regulated in the classroom: The role of children's executive functions and situational factors
by: Janina Eberhart, et al.
Published: (2024)

A mode comparison study about the effect of tracing on children's poem learning in actual classroom contexts
by: Siying Lu, et al.
Published: (2026)

The influence of valence and relationship on children's verification of gossip
by: Zhehua Wan, et al.
Published: (2024)

COVID ‐19 school closures and Chinese children's school readiness: Results from the natural experimental data
by: Tony Xing Tan, et al.
Published: (2024)

Perceived teacher unfairness and students' school‐based adjustment: Exploring the mediating role of self‐handicapping and the moderating role of social support
by: Claudio Longobardi, et al.
Published: (2026)

Perceiving multiple truths: Does dialectical thinking harmonize colourblind and multicultural ideals?
by: Jessica Gale, et al.
Published: (2024)

A systematic review of school‐based interventions to promote digital resilience in children
by: Georgina C. Halliwell, et al.
Published: (2026)

Cognitive offloading bias in primary and secondary school students and its relationship with metacognitive monitoring
by: Jiayue Sun, et al.
Published: (2024)

Prejudice towards refugees predicts social fear of crime
by: Patrick F. Kotzur, et al.
Published: (2025)

Students' willingness to communicate in the foreign language learning classroom: Exploring the roles of classroom support and psychological needs satisfaction
by: Yoshiyuki Nakata, et al.
Published: (2026)

Ageist attitudes are already evident in pre‐ and early‐school children: A multi‐method examination
by: Jenny Jaquet, et al.
Published: (2025)

Are teachers' and students' emotions reciprocally transmitted in the classroom?
by: Pei‐Hsin Li, et al.
Published: (2025)

Expressed emotion of caregivers to children at familial high risk of schizophrenia or bipolar disorder: The Danish High Risk and Resilience Study – VIA 11
by: Sinnika Birkehøj Rohd, et al.
Published: (2025)

Domain‐general scientific reasoning abilities in kindergarten independently predict the mathematics ability of elementary school children
by: Christopher Osterhaus, et al.
Published: (2025)

Developmental changes in the efficiency of attentional networks in very preterm children during the transition from preschool to school
by: Tamara Walczak‐Kozłowska, et al.
Published: (2026)

Feedback and observational learning differ in effectiveness during category learning in early school aged children and adults
by: Zhongying Li, et al.
Published: (2024)

Asymmetric longitudinal links between learning anxiety and engagement in Chinese primary school students: The role of peer relationship
by: Xinyi Yang, et al.
Published: (2026)

Motivations to engage in collective action: A latent profile analysis of refugee supporters
by: Lisette Yip, et al.
Published: (2024)

“I can do math!”: A self‐regulated learning intervention to enhance math‐related motivational factors and performance in middle school
by: Federica Granello, et al.
Published: (2025)

Trajectories of second language student classroom engagement: Profiles and correlates
by: Hoi Vo
Published: (2026)

Connecting engagement to classroom friendships and popular peers' prosocial behaviour
by: Jessica E. Kilday, et al.
Published: (2025)

How ingroup norms of multiculturalism (and tolerance) affect intergroup solidarity: The role of ideology
by: Feiteng Long, et al.
Published: (2024)

Counselling children and adolescents: Working in school and clinical mental health settings (Special Indian edition) By JolieZiomek‐Daigle, New York, NY: Routledge. 2017. UK £ 56.99. ISBN: 9780367240356
by: Irene Khosla
Published: (2024)

Teacher and student mindsets in the classroom: Multilevel links with emotional support, achievement and anxiety
by: Katharina Asbury, et al.
Published: (2026)

Deliberate memory display can enhance conveyed value
by: Andrei I. Pintea, et al.
Published: (2025)

The secret language of peers: How peer behaviours signal mindset and influence classroom experiences
by: Eunjin Seo, et al.
Published: (2025)

Relations between mind‐mindedness, stress and parent–child relationship quality in parents of children with a history of mental health or behavioural difficulties
by: Fionnuala Larkin, et al.
Published: (2025)

Performance on classroom simulations enhances preservice teachers' motivation in teaching: A latent change perspective
by: Hui Wang, et al.
Published: (2025)

‘School‐based screen‐and‐treat’: An effective blueprint for expediating access to care in children experiencing PTSD following disasters
by: Vanessa E. Cobham, et al.
Published: (2024)

Learning from errors in mathematics classrooms: Development over 2 years in dependence of perceived error climate
by: Markus Dresel, et al.
Published: (2024)

Mindset profiles of secondary school students: Associations with academic achievement, motivation and school burnout symptoms
by: Sibel Altikulaç, et al.
Published: (2024)

Introducing the Socio‐Emotional School Experiences Adaptation ( SESEA ) model: A theoretical integration of emotions, social relationships and the experience of learning
by: Diana Raufelder, et al.
Published: (2026)

Justifying violence and hostility through discourse: A critical discursive psychology analysis of anti‐refugee hostility on social media during disasters
by: Selin Tekin, et al.
Published: (2026)

Ability grouping in German secondary schools: The effect of non‐academic track schools on the development of Math competencies
by: Sonja Herrmann, et al.
Published: (2025)

Guiding attention in the classroom: An eye‐tracking study on the associations between preservice teachers' goals and noticing of student interactions
by: M. Daumiller, et al.
Published: (2025)