Nurcan Kahraman
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 Türkiye, 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's exact test suggested a statistically significant association between immigrant status and academic resilience (p = 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.