FIRST- AND SECOND-GENERATION IMMIGRANT ADOLESCENTS’ MULTIDIMENSIONAL MATHEMATICS AND SCIENCE SELF-CONCEPTS AND THEIR ACHIEVEMENT IN MATHEMATICS AND SCIENCE

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.