Intercultural sensitivity and life satisfaction in native and immigrant students

The aim of this research was to explore the relationship between several personal and school variables (empathy, self-concept and perception of teacher support), intercultural sensitivity and life satisfaction in students in upper level of primary school. Possible differences among native and immigrant students in these variables were analyzed. A total of 473 students aged 10 to 13 years old (92.2% natives; 7.8% immigrants), of which 52% were boys and 48% were girls (M = 10.79, SD = 0.74), participated in this research. The results show higher intercultural sensitivity and emotional self-concept in immigrant students, and higher life satisfaction and academic self-concept in native students. Social self-concept is the main predictor variable of intercultural sensitivity in immigrant students, whereas emotional empathy, perception of teacher support and social self-concept are the main predictors for native students. Moreover, family and emotional self-concept are the main predictor variables of life satisfaction in immigrant students, while family, academic, social and physical self-concept are the main predictors for native students. These results are discussed in relation to the development of intervention programs to improve intercultural sensitivity and life satisfaction among primary school students.