Negotiating diversity: an empirical investigation into family, school and student factors influencing New Zealand adolescents' science literacy Academic Article uri icon

abstract

  • The purpose of this study was to examine a factor triad consisting of family, school and student variables contributing to New Zealand adolescents' science literacy performance on Programme for International Student Assessment 2006. Results indicated that the selected variables in our study explained 25% of total differences in New Zealand students' science achievement. Family socio-economic status (SES) as well as adolescents' motivation to learn science and general value of science were influential factors in students' science achievement. Findings also revealed a statistically significant interaction effect between SES and first-generation immigrant students but not between SES and second-generation immigrant students. Although parents' perception of general value of science showed a positive effect on adolescents' scientific performance, its predictive power was relatively weak. 2013 Taylor & Francis.

published proceedings

  • EDUCATIONAL STUDIES

author list (cited authors)

  • Acosta, S. T., & Hsu, H.

citation count

  • 11

complete list of authors

  • Acosta, Sandra T||Hsu, Hsien-Yuan

publication date

  • January 2014