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

Abstract

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.

Differential impact of COVID-19 school closures on immigrant students: A transnational comparison

“…Research prior to the pandemic identified multiple variables that helped explain the achievement test score gap for immigrant students, and that may help in understanding the specific impact of COVID-19 on academic outcomes for these individuals. Trenchant factors identified by this earlier work include lower income (Andon et al, 2014;Giannelli and Rapallini, 2016;Radišić et al, 2021), a lack of facility in the host-nation language (Marks, 2005;Schnepf, 2006;Pivovarova and Powers, 2019), cultural barriers (Rindermann and Thompson, 2014;Bilican Demir and Yildirim, 2020), and lower parental education attainment (Schnepf, 2006;Andon et al, 2014).…”

Impact of psychological and structural factors on radicalization processes: A multilevel analysis from the 3N model.

“…It is constructed from components such as the highest level of education and occupation of the parents, household income, services and goods available at home, and availability of books at home, among others. The ESCS has demonstrated to be a good predictor of academic performance (Bilican-Demir & Yildirim, 2021; Tahull & Montero, 2020). The index ranges from 1 to 10, with higher values indicating a better socioeconomic situation ( M = 3.39, SD = 2.23).…”

Fen Okuryazarlığını Etkileyen Faktörlerin Tek ve Çok Düzeyli Yapısal Eşitlik Modeli ile İncelenmesi: PISA 2015 Örneği

“…Accordingly, many studies were conducted on the variables affecting scientific literacy of individuals (Acosta & Hsu, 2014;Hanrahan, 1999;Schroeder et al, 2007). Many studies which aimed to investigate the factors affecting scientific literacy in Turkey were conducted by using data from PISA (Bilican Demir & Yıldırım, 2021;Döş & Atalmış, 2016;Kaya & Doğan, 2017;Taş et al, 2016). Among the variables affecting scientific literacy, which are the subject of this study, there are enjoyment of learning science, instrumental motivation for learning science, scientific self-efficacy, hinderance in teaching, and hinderance in learning.…”

“…Bu sebeple bireylerin fen okuryazarlığını etkileyen değişkenlere yönelik birçok çalışma yapılmıştır (Acosta & Hsu, 2013;Hanrahan, 1999;Schroeder vd., 2007). Türkiye'de fen okuryazarlığını etkileyen faktörleri incelemek için yapılan çalışmaların birçoğu PISA verileri kullanılarak gerçekleştirilmiştir (Bilican Demir & Yıldırım, 2021;Döş & Atalmış, 2016;Kaya & Doğan, 2017;Taş vd., 2016). Fen okuryazarlığını etkileyen değişkenler arasında bu çalışmaya da konu olan fen öğrenmekten zevk alma, fen öğreniminde araçsal güdülenme, fen öz yeterliği, eğitim süreci engeli ve öğrenme engeli yer almaktadır.…”