Department of Psychology, Georgia State University, Atlanta, GA 30302-5010, USA.
J Adolesc. 2012 Dec;35(6):1619-28. doi: 10.1016/j.adolescence.2012.08.002. Epub 2012 Sep 5.
Studies show math achievement to be the best predictor of entering post-secondary education. However, less is known about the predictors of math achievement, particularly among immigrant youth. This study examined English proficiency and peer interethnic relations as predictors of mathematics achievement among Latino and Asian high school students, postulating an interaction between the predictors and mediation by academic motivation. A multilevel moderated-mediation model was used to analyze data from a national sample of 2113 non-native English speaking Latino and Asian students attending high school in the U.S. We found that higher academic motivation mediated the relationship between English proficiency during their sophomore year and gains in senior math achievement scores for both Asian and Latino students. For Latino students however, this indirect path was only significant for students whose perceptions of positive peer interethnic relations at school were average or above average.
研究表明，数学成绩是进入高等教育的最佳预测指标。然而，对于数学成绩的预测因素，尤其是对于移民青少年，人们了解较少。本研究考察了英语水平和同伴间的种族关系，作为拉丁裔和亚裔高中生数学成绩的预测因素，假设预测因素之间存在相互作用，并通过学业动机进行中介。使用多层次调节中介模型分析了来自美国的 2113 名非英语母语的拉丁裔和亚裔高中生的全国性样本数据。我们发现，较高的学业动机中介了拉丁裔和亚裔学生在高二时的英语水平与其高三数学成绩提高之间的关系。然而，对于拉丁裔学生来说，这种间接路径仅在他们对学校中积极的同伴间种族关系的看法处于平均水平或以上时才具有统计学意义。
