Dimensions of immigrant students' adaptation in the Greek schools: self-concept and coping strategies

Abstract

The aim of this research is to explore specific dimensions of the school environment and related psychosocial adjustment of immigrant students. In particular, this study examines immigrant students' self-concept and their coping strategies in new school and cultural environments. The sample consisted of 246 elementary school students (fifth grade) from the region of Attica, Greece. The immigrant group consisted of 43 students from various national backgrounds. The control group consisted of 203 students born and raised in Greece. The following instruments were used in the study: (a) the Athens Coping Scale and (b) the Self Description Questionnaire (SDQ) (Marsh). Additionally, demographic and achievement data were obtained. Significant differences between the groups were found regarding several self-concept dimensions. Significant differences were also found with respect to several independent variables. Findings show the need for further consultation and support of immigrant students in school contexts. The study is part of an extensive project on cross-cultural education and psychological support of remigrant and immigrant students in Greek schools. The data will be discussed within the framework of proposed guidelines for school based consultation within the context of an alternative model for the provision of school psychological services in the Greek educational system.