Do students with immigrant and native parents perceive themselves as equally engaged in school during adolescence?

Student engagement in school needs to be considered when comparing immigrant and native students, particularly at a time of increasing migratory movements throughout the world. Differences cognitive, affective, behavioral, agentic student dimensions were examined for students with parents, early middle adolescence. A four-dimensional measure was completed by 643 (52.7% women). Results indicated that: parents present higher cognitive than parents; adolescents are more cognitively engaged adolescents; adolescents. These results contribute knowledge advancement, enhancing understanding during adolescence, which might stimulate additional research moving towards inclusive school. Based on findings conclusions from this study, possibilities future political-educational recommendations presented.