Understanding the Academic Achievement of the First- and Second-Generation Immigrant Students: A Multi-Level Analysis of PISA 2018 Data

Autor/inn/en	Karakus, Mehmet; Courtney, Matthew; Aydin, Hasan
Titel	Understanding the Academic Achievement of the First- and Second-Generation Immigrant Students: A Multi-Level Analysis of PISA 2018 Data
Quelle	In: Educational Assessment, Evaluation and Accountability, 35 (2023) 2, S.233-278 (46 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Karakus, Mehmet)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1874-8597
DOI	10.1007/s11092-022-09395-x
Schlagwörter	Immigrants; Generational Differences; Student Characteristics; Student Attitudes; Peer Influence; Parent Influence; Educational Environment; Equal Education; School Policy; Mathematics Achievement; Science Achievement; Reading Achievement; Teacher Influence; Bullying; Teaching Methods; Extracurricular Activities; Correlation; Foreign Countries; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Immigrant; Immigrantin; Immigranten; Schülerverhalten; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schulpolitik; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Mobbing; Teaching method; Lehrmethode; Unterrichtsmethode; Außerunterrichtliche Aktivität; Korrelation; Ausland
Abstract	The present study explores the antecedents of first- and second-generation (1G and 2G) immigrant students' academic performance using PISA 2018 data. The study draws on an international sample of 11,582 students from 534 schools in 20 countries and focuses on PISA schools that catered to a mix of 1G and 2G students. The study explores the role that student attributes, student-perceived peer and parental support, school provisions, and school equity-oriented policies have on immigrant student academic achievement. The analysis involved specifying three separate stepwise multi-level regression models for mathematics, science, and reading achievement. Findings suggested that, at the within-school level, perceived parental support and teacher enthusiasm and the adaption of instruction were associated with improved academic performance, while student experience of bullying was associated with more substantive negative academic outcomes. At the between-school level, the opportunity to participate in creative extracurricular activities was associated with improved academic performance. In contrast, a higher proportion of 1G students and the overall perceived level of bullying of immigrant students were associated with substantively negative academic outcomes between schools. Tests of moderation effects suggested that parental emotional support appeared to be of particular relevance to 1G students' math and reading outcomes, while enhanced SES status appeared to be specifically relevant to improved science and reading outcomes for 1G students. Implications for policy and practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01