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Current research lacks understanding of the associations between social aspects of students' school life, their impact on adjustment and how these differ based on immigrant status. We argue that merely noting about the existence of differences is insufficient, and there is a need to better comprehend the complexity of such inequalities.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Aims<\/jats:title>\n                    <jats:p>This study aimed at exploring associations among reported bullying, friend and teacher relationships, achievement motivation, well\u2010being and sense of school belonging, and comparing them among native and non\u2010native students.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>We used structural equation modelling to test a theoretically proposed model. Multi\u2010group analysis compared associations between native and non\u2010native students, with additional analyses exploring differences between first\u2010 and second\u2010generation students.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>Immigrant status is linked to higher reports of bullying and poorer friendship quality. First\u2010generation (1G) immigrants are particularly affected in their friendships compared to second\u2010generation (2G) peers. The association between socioeconomic status (SES) and bullying was negative and significant in the native sample, but positive and slightly significant for non\u2010natives. The positive relationship between SES and the quality of friendships was only significant for the 1G sample, but not for 2G students. Finally, the negative association between bullying and well\u2010being was only significant for 2G students, but not for 1G immigrants. These and other results are presented and discussed.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Conclusions<\/jats:title>\n                    <jats:p>Natives, 1G and 2G immigrant students show some differences in the way their social and affective school factors relate to one another. Implications, limitations and future directions are discussed.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.1111\/bjep.12774","type":"journal-article","created":{"date-parts":[[2025,4,4]],"date-time":"2025-04-04T23:35:28Z","timestamp":1743809728000},"page":"32-53","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":1,"title":["Relating differently: Assessing and comparing associations between social and affective adjustment factors in immigrant and non\u2010immigrant students"],"prefix":"10.1111","volume":"96","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-9799-574X","authenticated-orcid":false,"given":"Mafalda L.","family":"Campos","sequence":"first","affiliation":[{"name":"ISPA \u2013 Instituto Universit\u00e1rio de Ci\u00eancias Psicol\u00f3gicas, Sociais e da Vida  Lisboa Portugal"},{"name":"Center for Research in Education (CIE\u2010ISPA)  Lisboa Portugal"}]},{"given":"Francisco","family":"Peixoto","sequence":"additional","affiliation":[{"name":"ISPA \u2013 Instituto Universit\u00e1rio de Ci\u00eancias Psicol\u00f3gicas, Sociais e da Vida  Lisboa Portugal"},{"name":"Center for Research in Education (CIE\u2010ISPA)  Lisboa Portugal"}]}],"member":"311","published-online":{"date-parts":[[2025,4,3]]},"reference":[{"key":"e_1_2_8_2_1","doi-asserted-by":"publisher","DOI":"10.1080\/09243453.2019.1642214"},{"key":"e_1_2_8_3_1","doi-asserted-by":"publisher","DOI":"10.1080\/17405629.2016.1152174"},{"key":"e_1_2_8_4_1","doi-asserted-by":"publisher","DOI":"10.1080\/00220671.2017.1349073"},{"key":"e_1_2_8_5_1","doi-asserted-by":"publisher","DOI":"10.1177\/0734282916679758"},{"key":"e_1_2_8_6_1","doi-asserted-by":"publisher","DOI":"10.1007\/s11218\u2010021\u201009634\u2010x"},{"key":"e_1_2_8_7_1","unstructured":"Almeida S. &Nunes L.(2021).Projeto: Inclus\u00e3o ou discrimina\u00e7\u00e3o? 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