This study investigated the difference of interpersonal network, self-regulation learning strategies, and learning performance between new immigrant and non-immigrant students in junior high schools as well as the relationship among the three variables by using the data from the database of Taiwan Assessment of Student Achievement. This study sampled 610 questionnaires from new immigrant students that 7,744 questionnaires from non-immigrant students. The structure of factors for each variable was determined through factor analysis, and multivariate analysis of variance and structural equation modeling were subsequently conducted. This study found that new immigrant students, compared with non-immigrant students, had inferior information processing, cognitive regulation, and connection strategies in terms of self-regulation learning strategies, weaker family relations and peer relationships regarding their interpersonal network, and lower individual and group learning performance. Moreover, new immigrant students’ interpersonal network and self-regulation learning strategies both had critical influence on learning performance, and interpersonal network had an indirect effect on learning performance through self-regulation learning strategies. The findings can serve as a reference for the authorities to improve related strategies to increase the learning effect for the specific student group.
Journal of Education and Psychology (TSSCI), 41(3), p.1-28.