The way students adapt to the educational system becomes apparent by their performance, evaluated through both self-perception and grades (Goñi, Ros & Fernández-Lasarte, 2018). Several research (Jung & Zhang, 2016; Lauderdale & Heckman, 2017; Motti-Stefanidi et al., 2015) consistently indicate higher dropout risks for young immigrant students compared to native students (Motti-Stefanidi et al., 2015). Moreover, several PISA cycles reveal a significant academic performance gap between native and immigrant students in European countries (OECD, 2019 & 2023). Different factors such as early educational tracking, migrant students’ origin, destination country, and migrant group contribute to this inequality (Sporlein & Schlueter, 2018). Notably, disparities persist among first- and second-generation immigrant students, even when excluding socioeconomic variables (OECD, 2019 & 2023). School environments, practices, and resources which promote students’ well-being can help migrant students overcome achievement gaps (Agasisti et al., 2021). Relevant aspects include high-quality physical and technical resources, positive school and classroom climates, and extracurricular activities (Borman and Overman, 2004; Cheema and Kitsantas, 2014; Lavoven and Laaksonen, 2009; Blomfield and Barber, 2011).

This poster primarily focuses on exploring differences in mathematical achievement among native and migrant students and the predicting factors across five well-being domains, as defined by Kaya and Erdem (2021). Based on extensive literature review they defined five domains of well-being as:

• subjective well-being, associated with the hedonic perspective, evaluates individuals' overall assessments of life, including positive emotions, life satisfaction, and minimal negative feelings
• psychological well-being, based on Ryff's (Ryff & Keyes, 1995) model, includes sense of autonomy, growth, mastery, purpose, positive relations with others, and self-acceptance
• social well-being includes feelings of connection to a community and functioning in it and involves five dimensions: social integration, social acceptance, social contribution, social actualization, and social coherence
• cognitive well-being, a subjective component, involves life appraisals, including academic proficiency, collaboration, and problem-solving
• physical well-being considers health, exercise, and diet, often measured subjectively or objectively

This study specifically investigates these aspects among students with a migrant background and native students in Slovenia who are part of the PISA 2022 sample. Additionally, the poster conducts a comparative analysis between Slovenian data and data from two other EU countries, namely Finland and Estonia. The choice of these two countries stems from their performance in first-generation mathematics achievement in PISA, with Estonian first-generation migrant students demonstrating high achievements and Finnish first-generation migrant students exhibiting low achievements. Furthermore, the selection is also based on the Migrant Integration Policy Index assessment, indicating the responsiveness of the educational systems in these countries to the needs of immigrant children, with both Estonia and Finland representing highly responsive systems.

Using the PISA 2022 data, the poster initially examines differences in mathematical achievement as one of the indicators of the successful adaptation of immigrant students (both first- and second-generation). Subsequently, based on the premise that well-being is demonstrated to be linked to achievement (Berger et al., 2011; Gutman & Vorhaus, 2012; Novello et al., 1992) it analyses and compares factors across well-being domains, namely subjective, psychological, social, cognitive, and physical.

The overarching goal of the poster is to determine which well-being domains can predict the mathematical achievement of migrant students, providing guidelines to schools and policymakers. Additionally, the study's findings address issues of equal opportunities, academic performance of migrant students, and could contribute to overall well-being in the educational setting. This research has the potential to pinpoint more suitable interventions tailored to the needs of immigrant students.

Participants: This study examines three representative samples of native and migrant students from Slovenia (Nfirst-generation = 378; Nsecond-generation = 252; Nnative = 5.866), Estonia (Nfirst-generation = 72; Nsecond-generation = 456; Nnative = 5.613) and Finland (Nfirst-generation = 1018; Nsecond-generation = 790; Nnative = 8.066) participating in the 2022 PISA. The study specifically focuses on a sample of 15-year-old students. Instruments and included variables: Every surveyed student completed a background questionnaire from which scales were derived. The students were categorized based on their immigrant background, with first-generation immigrant students defined as foreign-born students with foreign-born parents, and second-generation immigrant students as those born in the destination country with foreign-born parents. In order to calculate mathematics achievement PISA employed the plausible values (PVs) imputation technique, incorporating ten PVs per student in the international database. The scales for individual domains of well-being according to Kaya and Erdem (2021) were attributed based on definitions as follows: • subjective well-being: overall satisfaction with students’ life, • psychological well-being: quality of student-teacher relationships, • social well-being: sense for belonging to school, • cognitive well-being: mathematics self-efficacy: Formal and applied mathematics, • physical well-being: exercising or practising a sport before or after school. Sampling and procedure: A two-stage stratified sampling design was employed for this study. In the initial stage, schools were selected from the overall pool of institutions enrolling 15-year-olds. Subsequently, 42 students (or fewer) were sampled from each selected school in the second stage. These sampling methods were implemented to guarantee the representativeness of the test population. The students spent approximately 35 minutes responding to the student background questionnaire and approximately 2 hours (2 times 60 minutes) responding to the achievement tests. Statistical analyses: Firstly, descriptive statistics, specifically correlations, were employed to examine multicollinearity. Secondly, differences in mathematic achievements and well-being indicators among student groups in each country were computed. Finally, linear regression was utilized to identify the factors predicting the mathematic achievement within each student group in each country. The data were analysed using the IEA IDB Analyzer (Version 5.0) statistical program, chosen because of the two-stage sampling in the study, which incorporates IRT, individual student and sample weights.

The results indicate significant differences in mathematical achievement among all three groups of students in Slovenia and Finland. In both countries, first-generation migrant students achieve the lowest scores, while native students achieve the highest. In Estonia, there is no statistically significant difference in mathematical achievement between first- and second-generation students; however, Estonian native students achieve significantly higher scores than both groups of migrant students. Across all analysed countries and student groups, mathematics self-efficacy in formal and applied mathematics emerges as the strongest positive predictor of students' mathematical achievement. On the contrary, engaging in sports before or after school proves to be a negative predictor of mathematical achievement across selected countries for the majority of student groups, except for first-generation students from Slovenia and Estonia. The quality of student-teacher relationships serves as a positive and significant predictor of mathematical achievement solely for native students in all three selected countries. In cases where overall satisfaction with students' life was a significant predictor of mathematical achievement (native and first-generation students in Finland, native students in Slovenia), it was a negative one. In conclusion, this study underscores the crucial role of mathematics self-efficacy in predicting the mathematical achievement of migrant students across various countries. Notably, positive and significant correlations exist between the quality of student-teacher relationships and the mathematical achievement of native students in the selected countries. These results have significant implications for education policy and practice. Policymakers should prioritize initiatives aimed at enhancing mathematics self-efficacy and fostering positive student-teacher relationships, particularly for migrant students. Tailored interventions should be developed to address the unique needs of this demographic, ensuring equal opportunities and improved academic outcomes.

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