The goals of the current study were twofold. The first goal was to describe levels of mathematics and science self-efficacy and achievement among a sample of students with varying levels of English language proficiency. The second goal was to examine the extent to which students' self-efficacy explains the relation between their English proficiency level and mathematics and science achievement. The sample consisted of 332 fifth graders (mean age = 10.46 years, SD = 0.38) and their 63 teachers in 20 schools. The student sample was linguistically diverse with parents reporting 22 different home languages. Based on district classification procedures, each student was coded into one of three English language proficiency level categories: English proficient-speaking students (English proficient), English Learner (EL) students who are reaching proficiency, yet are still being monitored (reaching proficiency), and EL students who are receiving English for Speakers of Other Languages services (ESOL; limited English proficient). Regression analyses indicated that students identified as limited English proficient consistently demonstrated lower achievement and self-efficacy across the content areas of mathematics and science as compared to their peers who were English proficient and reaching proficiency. In addition, students' self-efficacy partially explained the relation between limited English proficiency level and achievement for science, but not for mathematics. Results indicate that educators should consider variability in students' English proficiency levels as they select supports to promote both science achievement and self-efficacy. Findings also suggest promise for practices and programs that foster self-efficacy in addition to language and content skills.

当前研究的目标是双重的。第一个目标是描述具有不同英语水平的学生样本的数学和科学自我效能和成就水平。第二个目标是检查学生的自我效能感在多大程度上解释了他们的英语水平与数学和科学成就之间的关系。样本由 332 名五年级学生组成（平均年龄 = 10.46 岁，SD = 0.38）和他们在 20 所学校的 63 名教师。学生样本在语言上是多样化的，父母报告了 22 种不同的家庭语言。根据学区分类程序，每个学生都被编码为三个英语语言能力水平类别之一：英语熟练的学生（英语熟练），英语学习者（EL）学生达到熟练程度，但仍被监控（达到熟练程度） , 以及接受英语为母语者服务的 EL 学生（ESOL；英语熟练程度有限）。回归分析表明，与英语熟练和达到熟练程度的同龄人相比，被认定为英语熟练程度有限的学生在数学和科学内容领域始终表现出较低的成就和自我效能感。此外，学生的自我效能感部分解释了有限的英语水平与科学成就之间的关系，但不能解释数学。结果表明，教育工作者在选择支持以促进科学成就和自我效能时应考虑学生英语熟练程度的变化。调查结果还表明，除了语言和内容技能外，还可以促进自我效能的实践和计划。