Self-concept in first grade and academic performance trajectories: roles of gender and dual-language immersion versus English-medium Program Enrollment

IF 1.2 1区文学 Q2 EDUCATION & EDUCATIONAL RESEARCH International Multilingual Research Journal Pub Date : 2024-08-28 DOI:10.1080/19313152.2024.2387990

Yawen Yu, Alison L. Bailey

引用次数: 0

Abstract

This longitudinal study examined the latent structure of self-concept and its association with academic performance for elementary-aged students enrolled in dual-language immersion (DLI) and Englis...

查看原文

微信好友朋友圈 QQ好友复制链接

本刊更多论文

一年级时的自我概念和学业成绩轨迹：性别和双语沉浸式教学与英语教学课程注册的作用

这项纵向研究考察了参加双语沉浸式（DLI）和英语沉浸式（ELI）学习的小学适龄学生的自我概念潜在结构及其与学业成绩的关系。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文去求助

来源期刊

International Multilingual Research Journal Multiple-

CiteScore

4.10

自引率

4.80%

发文量

期刊介绍： The International Multilingual Research Journal (IMRJ) invites scholarly contributions with strong interdisciplinary perspectives to understand and promote bi/multilingualism, bi/multi-literacy, and linguistic democracy. The journal’s focus is on these topics as related to languages other than English as well as dialectal variations of English. It has three thematic emphases: the intersection of language and culture, the dialectics of the local and global, and comparative models within and across contexts. IMRJ is committed to promoting equity, access, and social justice in education, and to offering accessible research and policy analyses to better inform scholars, educators, students, and policy makers. IMRJ is particularly interested in scholarship grounded in interdisciplinary frameworks that offer insights from linguistics, applied linguistics, education, globalization and immigration studies, cultural psychology, linguistic and psychological anthropology, sociolinguistics, literacy studies, post-colonial studies, critical race theory, and critical theory and pedagogy. It seeks theoretical and empirical scholarship with implications for research, policy, and practice. Submissions of research articles based on quantitative, qualitative, and mixed methods are encouraged. The journal includes book reviews and two occasional sections: Perspectives and Research Notes. Perspectives allows for informed debate and exchanges on current issues and hot topics related to bi/multilingualism, bi/multi-literacy, and linguistic democracy from research, practice, and policy perspectives. Research Notes are shorter submissions that provide updates on major research projects and trends in the field.