Factors Predicting Science Achievement of Immigrant and Non-Immigrant Students: A Multilevel Analysis

Autor/inn/en	Areepattamannil, Shaljan; Kaur, Berinderjeet
Titel	Factors Predicting Science Achievement of Immigrant and Non-Immigrant Students: A Multilevel Analysis
Quelle	In: International Journal of Science and Mathematics Education, 11 (2013) 5, S.1183-1207 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-012-9369-5
Schlagwörter	Science Achievement; Immigrants; Foreign Countries; Predictor Variables; Cultural Background; Native Language; Family Income; Socioeconomic Status; Student Attitudes; Learner Engagement; Student Motivation; Familiarity; Teacher Shortage; School Size; Student Characteristics; Hierarchical Linear Modeling; Canada + Suchen Sie Ihr Suchwort? Immigrant; Immigrantin; Immigranten; Ausland; Prädiktor; Familieneinkommen; Socio-economic status; Sozioökonomischer Status; Schülerverhalten; Schulische Motivation; Lehrermangel; Kanada
Abstract	This study, employing hierarchical linear modeling (HLM), sought to investigate the student-level and school-level factors associated with the science achievement of immigrant and non-immigrant students among a national sample of 22,646 students from 896 schools in Canada. While student background characteristics such as home language, family wealth, and socioeconomic status were significant predictors of science achievement for non-immigrant students, these factors were not significantly associated with immigrant student science achievement. Student attitudes, engagement, and motivation in science and information and communication technology familiarity were significant predictors of science achievement for both immigrant and non-immigrant students. Whereas teacher shortage was associated with science achievement for immigrant students, school size was associated with science achievement for non-immigrant students. Implications of the findings are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10