Literaturnachweis - Detailanzeige
Autor/inn/en | Melkonian, Michael; Areepattamannil, Shaljan; Menano, Luisa; Fildago, Patricia |
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Titel | Examining Acculturation Orientations and Perceived Cultural Distance among Immigrant Adolescents in Portugal: Links to Performance in Reading, Mathematics, and Science |
Quelle | In: Social Psychology of Education: An International Journal, 22 (2019) 4, S.969-989 (21 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1381-2890 |
DOI | 10.1007/s11218-019-09506-5 |
Schlagwörter | Foreign Countries; Acculturation; Adolescents; Adolescent Attitudes; Immigrants; Correlation; Reading Achievement; Mathematics Achievement; Science Achievement; International Assessment; Achievement Tests; Secondary School Students; Cultural Background; Cultural Differences; Generational Differences; Portugal; Program for International Student Assessment Ausland; Akkulturation; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Immigrant; Immigrantin; Immigranten; Korrelation; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; Kultureller Unterschied |
Abstract | Drawing on data from the fifth cycle of the Program for International Student Assessment (PISA), the authors examined the relations of reported acculturation orientations--heritage as well as host culture-orientations--and perceived cultural distance between host and heritage culture with academic performance among 399 first- and second-generation immigrant adolescent students in Portugal. Results of hierarchical regression analyses, after accounting for student demographic characteristics, revealed a positive relationship between host culture-orientations and the first-generation immigrant adolescents' performance on the PISA reading, mathematics and science assessments, and also the second-generation immigrant adolescents' performance on reading assessment. Additionally, both the first- and second- generation immigrant adolescents' heritage culture-orientations were significantly negatively linked to performance on the PISA reading, mathematics, and science assessments. Furthermore, findings revealed that first-generation immigrant adolescents' perceived cultural distance was significantly negatively associated with their performance on the PISA reading and mathematics assessments. Implications for policy and practice are discussed. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |