Literaturnachweis - Detailanzeige
| Autor/in | Areepattamannil, Shaljan |
|---|---|
| Titel | First- and Second-Generation Immigrant Adolescents' Multidimensional Mathematics and Science Self-Concepts and Their Achievement in Mathematics and Science |
| Quelle | In: International Journal of Science and Mathematics Education, 10 (2012) 3, S.695-716 (22 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1571-0068 |
| DOI | 10.1007/s10763-011-9319-7 |
| Schlagwörter | Science Achievement; Mathematics Achievement; Foreign Countries; Immigrants; Adolescents; Prediction; Data Analysis; Educational Policy; Educational Practices; Canada |
| Abstract | This study, drawing on data from the Trends in International Mathematics and Science Study 2007, examined the predictive effects of multiple dimensions of mathematics and science self-concept--positive affect toward mathematics and science and self-perceived competence in mathematics and science--on mathematics and science achievement among 1,752 first- and second-generation immigrant adolescent students in Canada. First- and second-generation immigrant adolescent students' self-perceived competence in mathematics had positive predictive effects on their mathematics and science achievement. In contrast, first- and second-generation immigrant adolescent students' positive affect toward mathematics had negative predictive effects on their mathematics and science achievement. While first- and second-generation immigrant adolescent students' self-perceived competence in science had no significant predictive effect on their mathematics achievement, it had a positive predictive effect on their science achievement. Positive affect toward science had positive predictive effects on second-generation immigrant adolescent students' mathematics and science achievement, whereas it had no significant predictive effects on first-generation immigrant adolescent students' mathematics and science achievement. Implications of the findings for policy and practice are discussed. (As Provided). |
| Anmerkungen | Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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