Areepattamannil Shaljan, Melkonian Michael, Khine Myint Swe
Emirates College for Advanced Education, Abu Dhabi, United Arab Emirates.
Emirates College for Advanced Education, Abu Dhabi, United Arab Emirates.
J Adolesc. 2015 Apr;40:11-3. doi: 10.1016/j.adolescence.2014.12.010. Epub 2015 Jan 16.
The burgeoning immigrant population in major immigrant-receiving countries in North America and Europe has necessitated researchers and policymakers in these countries to examine the academic success of children of immigration and the factors contributing to their academic success. However, there is sparse research on the academic trajectories of children of immigration in other continents, such as Asia. Hence, the purpose of the present study was to examine first- and second-generation immigrant adolescents' mathematics achievement and dispositions towards mathematics in comparison to their native peers in one of the Middle Eastern countries in Asia, Qatar. The results of the study indicated that both first- and second-generation immigrant adolescents tended to have higher mathematics achievement, intrinsic motivation to learn mathematics, instrumental motivation to learn mathematics, mathematics self-efficacy, and mathematics self-concept than did their native counterparts. Moreover, immigrant adolescents tended to have lower mathematics anxiety than did their native peers. The study also revealed significant differences between first- and second-generation immigrant adolescents with respect to their mathematics achievement and dispositions towards mathematics.
北美和欧洲主要移民接收国不断增长的移民人口，使得这些国家的研究人员和政策制定者有必要审视移民子女的学业成就以及促成其学业成功的因素。然而，对于亚洲等其他大陆的移民子女的学业轨迹，研究却很少。因此，本研究的目的是在亚洲中东国家之一的卡塔尔，将第一代和第二代移民青少年的数学成绩及对数学的倾向与其本土同龄人进行比较。研究结果表明，第一代和第二代移民青少年的数学成绩、学习数学的内在动机、学习数学的工具性动机、数学自我效能感和数学自我概念往往都高于其本土同龄人。此外，移民青少年的数学焦虑往往低于其本土同龄人。该研究还揭示了第一代和第二代移民青少年在数学成绩及对数学的倾向方面存在显著差异。
