Immigrant Students' Self-Theories and PISA 2018 Science Achievement: Evidence From Three Anglophone Countries

• In Event: Inclusive Education

Abstract

This study investigated the relationship between immigrant students’ self-theories and science achievement by considering the impact of growth mindset, resilience, and effort. PISA 2018 data was used for Australia, the UK, and the US. SEM was used to examine the interplay between self-theories of immigrants and their science achievement. Data analyses revealed that growth mindset was positively related to science achievement for both non-immigrant and immigrant students, and it had the strongest effect among all of the self-theories. Resilience was positively related to science achievement for immigrants in the US, and effort was positively related to science achievement for immigrants in Australia. The mediating role of effort between growth mindset, resilience, and science achievement could not have been confirmed.

Authors

• Sibel Kaya, Kocaeli University

• NURULLAH ERYILMAZ, University of Bath

• DOGAN YUKSEL, Kocaeli University