Academic achievement, academic self-concept, and academic motivation of immigrant adolescents in Greater Toronto Area (GTA) secondary schools

Abstract

This study examined the academic achievement, academic self-concept, and academic motivation of 573 immigrant and non-immigrant adolescents in two public secondary schools in the Greater Toronto Area (GTA). Multivariate analyses revealed statistically significant differences between immigrant and non-immigrant adolescents with respect to their academic achievement, academic self-concept, and academic motivation. In addition, supplemental exploratory analyses indicated significant ethnic group differences in academic achievement, academic self-concept, and academic motivation. Surprisingly and importantly, analyses showed the absence of statistically significant gender differences among immigrant adolescents in terms of their academic achievement, academic self-concept, and academic motivation. Results from multiple linear regression analyses provided support for the Self-Description Questionnaire II as a measurement to be used with both immigrant and non-immigrant adolescents. In contrast, support for the Academic Motivation Scale, which is based on the Self-Determination Theory, was not adequately substantiated in the current research for either immigrants or non-immigrants.