Predictors of happiness of immigrant adolescents

Guided by a strength-based developmental perspective and capturing multi-system complexities, the present study examines the role of scholastic resources, scholastic challenges, and contextual challenges as predictors of happiness and as mediators of the immigrant adolescent’s happiness gap. In total, 544 adolescents (47% girls; 38% immigrants, 13–15 years) attending grade 7, 8, and 9 classes in three Cypriote gymnasiums completed self-report questionnaires. Controlling for gender and age, immigrant adolescents had lower levels of happiness compared to non-immigrant adolescents indicating the presence of an immigrant happiness gap. Scholastic resources, scholastic challenges, and contextual challenges were significant predictors of happiness. Higher levels of scholastic anxiety and more stressful life events mediated the negative association between immigrant status and happiness. To promote high levels of happiness among all students, schools should establish a positive class climate that fosters high levels of learning interest and scholastic self-efficacy. For immigrant adolescents, teaching methods that reduce scholastic anxiety would be most beneficial. In addition, a stress-sensitive pedagogy could help immigrant adolescents to better cope with their stressful live events and to promote their positive development.