Indirect Effect of Economic, Social, and Cultural Status on Immigrant Students' Science Performance Through Science Dispositions: A Multilevel Analysis

被引：8

作者：

Bilican Demir, Safiye ^{[1
]}

Yildirim, Ozen ^{[2
]}

机构：

[1] Kocaeli Univ, Fac Educ, Izmit, Turkey

[2] Pamukkale Univ, Fac Educ, Denizli, Turkey

来源：

EDUCATION AND URBAN SOCIETY | 2021年 / 53卷 / 03期

关键词：

immigrant student; science literacy; economic; social and cultural status; science-related disposition; multilevel analysis; EPISTEMOLOGICAL BELIEFS; SEGMENTED ASSIMILATION; SCHOOL PERFORMANCE; 2ND-GENERATION; MOTIVATION; FAMILY; PISA;

D O I：

10.1177/0013124520928602

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Determining the ethnic differences in academic performance among immigrant students is important in terms of adapting them into the system they live in. Examining the variables related to students' performance will be a guide in overcoming the issue. The purpose of this study is to examine the direct effect of economic, social, and cultural status (ESCS) on science performance and the indirect effect of ESCS on the relationship between science dispositions and science literacy in Canadian immigrant students using hierarchical linear modeling. Data were obtained from Program for International Student Assessment (PISA) 2015 science literacy test and student questionnaire and data sets were provided from the official website of PISA. The results of the research show that ESCS had a direct and indirect effect through science dispositions with medium to large on science performance of immigrant students. The impacts of significant variables were discussed and implications for further research were provided.

引用

页码：336 / 356

页数：21

共 53 条

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