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

BİLİCAN DEMİR S., YILDIRIM Ö.

EDUCATION AND URBAN SOCIETY, cilt.53, sa.3, ss.336-356, 2021 (SSCI) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 53 Sayı: 3
  • Basım Tarihi: 2021
  • Doi Numarası: 10.1177/0013124520928602
  • Dergi Adı: EDUCATION AND URBAN SOCIETY
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, ASSIA, IBZ Online, International Bibliography of Social Sciences, American History and Life, Applied Science & Technology Source, Child Development & Adolescent Studies, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Linguistics & Language Behavior Abstracts, PAIS International, Political Science Complete, Psycinfo, Public Administration Abstracts, Public Affairs Index, Social services abstracts, Sociological abstracts
  • Sayfa Sayıları: ss.336-356
  • Anahtar Kelimeler: 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
  • Kocaeli Üniversitesi Adresli: Evet

Özet

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.