Immigrant students' achievements in light of their educational aspirations and academic motivation.

Autor/inn/en	Miyamoto, Ai; Seuring, Julian; Kristen, Cornelia
Titel	Immigrant students' achievements in light of their educational aspirations and academic motivation.
Quelle	In: Journal of ethnic and migration studies, 46 (2020) 7, S. 1348-1370 PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1369-183X; 1469-9451
DOI	10.1080/1369183X.2018.1538772
Schlagwörter	Bildungsanspruch; Bildungsaspiration; Bildungsbiografie; Lesen; Motivation; Migration; Leseverstehen; Lesekompetenz; Motivation; Lesekompetenz; Lesen; Leseverstehen; Migration; Migrationshintergrund; Migrationshintergrund; Migrant; NEPS (National Educational Panel Study)
Abstract	Despite their often-reported tendency to 'aim high', children of immigrants frequently demonstrate lower school achievement than children of non-immigrants. We address this attitude-achievement paradox by proposing a conditional view that contends that exposure to the destination country's language is essential for transforming favourable educational orientations into achievement. Based on German data from the National Educational Panel Study (NEPS), we study the role of educational attitudes in terms of both sociological measures of educational aspirations and psychological measures of academic motivation. The attitude-achievement paradox is reflected in a weaker link between educational orientations and reading achievement among students from certain migrant groups than among their majority peers. Regarding the sources of these discrepancies, we find that immigrant students who use the destination language in their everyday interactions experience greater benefits from higher levels of educational aspirations and academic motivation than do those with less exposure to the language. In this manner, we can account for some of the observed group differences in the link between educational attitudes and achievement and, thus, for part of the attitude-achievement paradox. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2021/2