Multi-Dimensional Teacher Support and Reading Performance: The Moderating Role of Immigrant Status in the U.S.

• In Event: Extending the General Linear Model: From Classical Regression to Bayesian Estimation and Machine Learning

Abstract

This study draws on PISA 2018 data to investigate how different dimensions of teacher support relate to student’s reading performance in the U.S., and the moderating role of immigrant status. Using ANCOVA and fixed-effect model, this study compares reading performance of students across immigrant backgrounds and examines the moderating effect of immigrant status on the relationship of multi-dimensional teacher support and student’s reading performance. Findings shows: (1) First-generation immigrant student’s reading outcome was significantly lower than native and second-generation immigrant student; (2) Class management, emotional and informational support were positively associated with reading performance, but instrumental support showed a negative association. (3) Second-generation immigrant students benefited more from instrumental support but less from informational support, compared to native student.

Authors

• Zhicong Song, McGill University

• Rongxiu Wu, Harvard University