1. Objectifs

Intentions :
« This study investigated the relationship of emotional disturbance and pre- and postmigration environment to the scholastic achievement of adolescent refugees of very different cultural backgrounds. » (p. 243)

2. Méthode

Échantillon/Matériau :
One hundred fifty-two Central American and Cambodian students in six Canadian high schools.

Instruments :
- Youth Self-Report (YSR; Achenbach & Edelbrock, 1987, 1993);
- Child Behavior Checklist (CBCL);
- The Family Environment Scale (FES, Moos & Moos, 1986);
- Self-Rating Depression Scale (SRDS; Zung, 1969);
- The Behavioral Acculturation Scale (BAS; Szapocznik et al., 1978).

Type de traitement des données :
Analyse statistique

3. Résumé

« This study investigated the relationship of emotional disturbance and pre- and postmigration environment to the scholastic achievement of adolescent refugees of very different cultural backgrounds. One hundred fifty-two Central American and Cambodian students in six Canadian high schools, as well as their parents, were interviewed to assess the students’ emotional problems (using the Youth Self-Report and Child Behaviour Checklist) and to determine the pre- and postmigration family environment. The findings indicate that the relationship between the emotional problems and scholastic achievement of teenaged refugees was tenuous. It was concluded that a connection between young refugees’ symptomatology and their functional capacity should not be assumed. Nonetheless, certain pre-and postmigration variables, particularly trauma experienced in the homeland, seem to be associated with the academic achievement of some refugees. » (p. 243)