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dc.contributor.authorGovaris, Christos
dc.contributor.authorChouvati, Raia
dc.contributor.authorKassis, Wassilis
dc.contributor.authorSidler, Petra
dc.contributor.authorJanousch, Clarissa
dc.contributor.authorErtanir, Beyhan
dc.date.accessioned2021-09-23T13:00:14Z
dc.date.available2021-09-23T13:00:14Z
dc.date.issued2021-09-13
dc.identifier.urihttps://irf.fhnw.ch/handle/11654/32640
dc.identifier.urihttp://dx.doi.org/10.26041/fhnw-3877
dc.description.abstractWe detected three very similar school well-being patterns among migrant and native students for both countries. The highest school well-being pattern for migrant and native students is derived from a combination of low levels of fear/depression and high levels of self-determination, self-efficacy, and self-esteem in conjunction with high levels of life satisfaction, general well-being, and satisfaction with grades at school. Overall, we found that higher levels of social support, as introduced via teacher support and resilience, play a great role in determining the school well-being level that a young person achieves.en_US
dc.description.urihttps://www.sciencedirect.com/science/article/pii/S0883035521001324?dgcid=authoren_US
dc.language.isoen_USen_US
dc.publisherElsevieren_US
dc.relation.ispartofInternational Journal of Educational Researchen_US
dc.rightsCC0 1.0 Universal*
dc.rights.urihttp://creativecommons.org/publicdomain/zero/1.0/*
dc.accessRightsAnonymous*
dc.subjectwell-beingen_US
dc.subjectschoolen_US
dc.subjectmigrant studentsen_US
dc.titleIdentification and comparison of school well-being patterns of migrant and native lower secondary-school students in Greece and Switzerland: A multigroup latent profile analysis approachen_US
dc.type01 - Zeitschriftenartikel, Journalartikel oder Magazin*
dc.volume110en_US
fhnw.publicationStatePublisheden_US
fhnw.ReviewTypeAnonymous ex ante peer review of a complete publicationen_US
fhnw.InventedHereYesen_US
fhnw.pagination1-14en_US
fhnw.IsStudentsWorknoen_US


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