| Yhteenveto: | Student engagement is associated with learning outcomes, school dropout and
wellbeing making it a crucial concept for enhancing the integration and success
of migrant students. In this study, student engagement is approached by
examining migrant students’ affective engagement’s effects on their affective,
behavioral, and cognitive lesson engagement when background variables are
controlled for.
Sample used in this study consists of 44 newly arrived migrant students
(52.3 % girls) studying in five different preparatory education groups across
Finland in the fall semester of 2024. Ages of the participants ranged from 12 to 16 years with a mean age of 14.0 years. The Student Engagement Instrument (SEI; Appleton et al., 2006) was used to collect student reports on their overall
affective engagement. Students filled in ratings on their lesson engagement after
lessons with the InSitu-Instrument (Vasalampi et al., 2016). Hierarchical
quantitative data were analysed using linear mixed analysis.
Teacher support was found to be positively associated with student
cognitive lesson engagement. Family support negatively related to both cognitive
and affective lesson engagement, indicating that higher support from family is
connected to lower levels of cognitive and affective lesson engagement. Peer
support was found to not have any statistically significant relation to lesson
engagement variables. Results indicate that collaboration with families and other
students should be increased to support engagement, academic success, and
integration.
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