{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,7,29]],"date-time":"2026-07-29T06:58:29Z","timestamp":1785308309854,"version":"3.55.0"},"reference-count":28,"publisher":"Frontiers Media SA","license":[{"start":{"date-parts":[[2026,7,29]],"date-time":"2026-07-29T00:00:00Z","timestamp":1785283200000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":["frontiersin.org"],"crossmark-restriction":true},"short-container-title":["Front. Psychol."],"abstract":"<jats:p>\n                    Academic resilience is a critical factor in understanding the disparities in student achievement, particularly among disadvantaged groups. This study examined the level of academic resilience in science among native and immigrant students in T\u00fcrkiye, using data from TIMSS 2019. In addition, the study investigated the relation of motivational beliefs (self-concept and task value) to science achievement of non-resilient students, based on Expectancy-Value Theory. Findings revealed that academic resilience is significantly lower among immigrant students compared to their native counterparts. Only 3.1% of low-SES immigrant students demonstrated resilience in science, while this proportion was 17% among low-SES native students. Fisher\u2019s exact test suggested a statistically significant association between immigrant status and academic resilience (\n                    <jats:italic>p<\/jats:italic>\n                    = 0.003, OR = 0.11). Furthermore, the regression results indicate that self-concept was positively associated with science achievement for both groups, whereas task value was not significantly associated with achievement. However, the interaction analysis suggested a positive association for native students, while it revealed a negative association for immigrant students. This implies that high self-concept and high task value may be associated with additional challenges for immigrant students, possibly due to linguistic and cultural barriers.\n                  <\/jats:p>","DOI":"10.3389\/fpsyg.2026.1838607","type":"journal-article","created":{"date-parts":[[2026,7,29]],"date-time":"2026-07-29T05:58:29Z","timestamp":1785304709000},"update-policy":"https:\/\/doi.org\/10.3389\/crossmark-policy","source":"Crossref","is-referenced-by-count":0,"title":["Academic resilience and motivational beliefs in science among native and immigrant students in T\u00fcrkiye: evidence from TIMSS 2019"],"prefix":"10.3389","volume":"17","author":[{"given":"Nurcan","family":"Kahraman","sequence":"first","affiliation":[{"name":"Department of Mathematics and Science Education, Bursa Uludag University","place":["Bursa, T\u00fcrkiye"]}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"1965","published-online":{"date-parts":[[2026,7,29]]},"reference":[{"key":"B1","doi-asserted-by":"publisher","first-page":"359","DOI":"10.1037\/h0043445","article-title":"Motivational determinants of risk taking behavior.","volume":"64","author":"Atkinson","year":"1957","journal-title":"Psychol. Rev."},{"key":"B2","doi-asserted-by":"publisher","first-page":"373","DOI":"10.1207\/s15327906mbr4003_5","article-title":"Probing interactions in fixed and multilevel regression: Inferential and graphical techniques.","volume":"40","author":"Bauer","year":"2005","journal-title":"Multivariate Behav. Res."},{"key":"B3","doi-asserted-by":"publisher","first-page":"253","DOI":"10.1111\/imig.12488","article-title":"Schools and refugee children: The case of Syrians in Turkey.","volume":"57","author":"\u00c7elik","year":"2019","journal-title":"Int. Migr."},{"key":"B4","doi-asserted-by":"publisher","first-page":"78","DOI":"10.1080\/00461520902832368","article-title":"Who am i and what am i going to do with my life? Personal and collective identities as motivators of action.","volume":"44","author":"Eccles","year":"2009","journal-title":"Educ. Psychol."},{"key":"B5","first-page":"75","article-title":"Expectancies, values, and academic behaviors","volume-title":"Achievement and Achievement Motivation","author":"Eccles","year":"1983"},{"key":"B6","doi-asserted-by":"publisher","first-page":"101859","DOI":"10.1016\/j.cedpsych.2020.101859","article-title":"From expectancy-value theory to situated expectancy-value theory: A developmental, social cognitive, and sociocultural perspective on motivation.","volume":"61","author":"Eccles","year":"2020","journal-title":"Contemp. Educ. Psychol."},{"key":"B7","doi-asserted-by":"publisher","first-page":"232","DOI":"10.1016\/j.cedpsych.2015.03.002","article-title":"Measuring cost: The forgotten component of expectancy-value theory.","volume":"41","author":"Flake","year":"2015","journal-title":"Contemp. Educ. Psychol."},{"key":"B8","doi-asserted-by":"publisher","first-page":"2347","DOI":"10.1080\/1369183X.2021.1935657","article-title":"The academic resilience of native and immigrant-origin students in selected European countries.","volume":"48","author":"Gabrielli","year":"2022","journal-title":"J. Ethnic Migr. Stud."},{"key":"B9","doi-asserted-by":"publisher","first-page":"644","DOI":"10.1016\/j.lindif.2010.08.001","article-title":"Academic self-concept, autonomous academic motivation, and academic achievement: Mediating and additive effects.","volume":"20","author":"Guay","year":"2010","journal-title":"Learn. Individ. Dif."},{"key":"B10","doi-asserted-by":"publisher","first-page":"81","DOI":"10.1016\/j.learninstruc.2016.12.007","article-title":"Extending expectancy-value theory predictions of achievement and aspirations in science: Dimensional comparison processes and expectancy-by-value interactions.","volume":"49","author":"Guo","year":"2017","journal-title":"Learn. Instruct."},{"key":"B11","doi-asserted-by":"publisher","first-page":"161","DOI":"10.1016\/j.lindif.2015.01.008","article-title":"Expectancy-value in mathematics, gender and socioeconomic background as predictors of achievement and aspirations: A multi-cohort study.","volume":"37","author":"Guo","year":"2015","journal-title":"Learn. Individ. Dif."},{"key":"B12","doi-asserted-by":"publisher","first-page":"211","DOI":"10.1146\/annurev.soc.34.040507.134728","article-title":"The second generation in Western Europe: Education, unemployment, and occupational attainment.","volume":"34","author":"Heath","year":"2008","journal-title":"Annu. Rev. Sociol."},{"key":"B13","volume-title":"IDB Analyzer (version 4.0).","year":"2023"},{"key":"B14","doi-asserted-by":"publisher","first-page":"1","DOI":"10.1177\/21582440231225870","article-title":"The effects of growth mindset and resilience on immigrant students\u2019 PISA science achievement: The mediating role of attitudes toward school.","volume":"14","author":"Kaya","year":"2024","journal-title":"Sage Open"},{"key":"B15","doi-asserted-by":"publisher","first-page":"397","DOI":"10.1111\/j.1467-8624.2005.00853.x","article-title":"Academic self-concept, interest, grades, and standardized test scores: Reciprocal effects models of causal ordering.","volume":"76","author":"Marsh","year":"2005","journal-title":"Child Dev."},{"key":"B16","doi-asserted-by":"publisher","first-page":"34","DOI":"10.1177\/000494410204600104","article-title":"Motivation and academic resilience: developing a model for student enhancement","volume":"46","author":"Martin","year":"2002","journal-title":"Aust. J. Edu."},{"key":"B17","doi-asserted-by":"publisher","first-page":"62","DOI":"10.1037\/0022-0663.91.1.62","article-title":"The social context of risk: Status and motivational predictors of alienation in middle school.","volume":"91","author":"Murdock","year":"1999","journal-title":"J. Educ. Psychol."},{"key":"B18","doi-asserted-by":"publisher","first-page":"1058","DOI":"10.1177\/0956797611415540","article-title":"Who took the \u201c\u00d7\u201d out of expectancy-value theory?: A psychological mystery, a substantive-methodological synergy, and a cross-national generalization.","volume":"22","author":"Nagengast","year":"2011","journal-title":"Psychol. Sci."},{"key":"B19","volume-title":"Against the Odds: Disadvantaged Students Who Succeed in School.","year":"2011"},{"key":"B20","doi-asserted-by":"crossref","DOI":"10.1002\/9780470316696","volume-title":"Multiple Imputation for Nonresponse in Surveys.","author":"Rubin","year":"1987"},{"key":"B21","doi-asserted-by":"publisher","first-page":"602","DOI":"10.1037\/a0018201","article-title":"Academic trajectories of newcomer immigrant youth.","volume":"46","author":"Su\u00e1rez-Orozco","year":"2010","journal-title":"Dev. Psychol."},{"key":"B22","unstructured":"Teig\n              N.\n            \n          \n          Embracing teacHers\u2019 Role in Promoting Equity in the classroom: Global Patterns and Evidence of Academic Resilience from 58 countries. Paper commissioned as part of the GEM Report Fellowship Programme in 2022\n          \n          2023"},{"key":"B23","doi-asserted-by":"publisher","first-page":"41","DOI":"10.5861\/ijrse.2017.1880","article-title":"Approaches to measuring academic resilience: A systematic review.","volume":"7","author":"Tudor","year":"2017","journal-title":"Int. J. Res. Stud. Educ."},{"key":"B24","first-page":"287","article-title":"Unique pathways to resilience across cultures.","volume":"42","author":"Ungar","year":"2007","journal-title":"Adolescence"},{"key":"B25","volume-title":"Review of Research on Educational Resilience. IneScholarship.","author":"Waxman","year":"2003"},{"key":"B26","doi-asserted-by":"publisher","first-page":"68","DOI":"10.1006\/ceps.1999.1015","article-title":"Expectancy-value theory of achievement motivation.","volume":"25","author":"Wigfield","year":"2000","journal-title":"Contemp. Educ. Psychol."},{"key":"B27","doi-asserted-by":"publisher","first-page":"91","DOI":"10.1016\/B978-012750053-9\/50006-1","article-title":"The development of competence beliefs, expectancies for success, and achievement values from childhood through adolescence.","volume":"2002","author":"Wigfield","year":"2002","journal-title":"Dev. Achievement Motiv."},{"key":"B28","doi-asserted-by":"publisher","first-page":"2921","DOI":"10.1080\/09500693.2020.1843083","article-title":"Motivational factors that influence student science achievement: A systematic literature review of TIMSS studies.","volume":"42","author":"Zhang","year":"2020","journal-title":"Int. J. Sci. Educ."}],"container-title":["Frontiers in Psychology"],"original-title":[],"link":[{"URL":"https:\/\/www.frontiersin.org\/articles\/10.3389\/fpsyg.2026.1838607\/full","content-type":"unspecified","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2026,7,29]],"date-time":"2026-07-29T05:58:31Z","timestamp":1785304711000},"score":1,"resource":{"primary":{"URL":"https:\/\/www.frontiersin.org\/articles\/10.3389\/fpsyg.2026.1838607\/full"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2026,7,29]]},"references-count":28,"alternative-id":["10.3389\/fpsyg.2026.1838607"],"URL":"https:\/\/doi.org\/10.3389\/fpsyg.2026.1838607","relation":{},"ISSN":["1664-1078"],"issn-type":[{"value":"1664-1078","type":"electronic"}],"subject":[],"published":{"date-parts":[[2026,7,29]]},"article-number":"1838607"}}