School-Level Academic and Cultural Demands and Resources: Their Role in Immigrant Students' Motivation and Achievement
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| Title: | School-Level Academic and Cultural Demands and Resources: Their Role in Immigrant Students' Motivation and Achievement |
|---|---|
| Language: | English |
| Authors: | Andrew J. Martin (ORCID |
| Source: | Journal of Educational Psychology. 2025 117(8):1251-1268. |
| Availability: | American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education |
| Descriptors: | Immigrants, Student Motivation, High School Students, Academic Achievement, Resources, Cultural Influences, Barriers, Predictor Variables, Educational Resources, Socioeconomic Status, Culturally Relevant Education, Institutional Characteristics, Foreign Countries, Value Judgment, Self Efficacy |
| Geographic Terms: | Australia, New Zealand |
| DOI: | 10.1037/edu0000972 |
| ISSN: | 0022-0663 1939-2176 |
| Abstract: | The present investigation applied the academic and cultural demands-resources framework to better understand the academic functioning of immigrant high school students. Among a sample of 4,494 immigrant students from 545 schools, multilevel structural equation modeling tested the hypothesized role of academic demands (e.g., resource shortage) and resources (e.g., school logistic support), and cultural demands (e.g., immigrant socioeconomic disadvantage) and resources (e.g., cultural learning) in predicting motivation (self-efficacy, valuing)--and, in turn, the extent to which these demands, resources, and motivation predicted academic performance (achievement). Supporting our hypotheses, findings revealed that school-level academic and cultural demands predicted lower academic motivation and achievement; school-level academic and cultural resources predicted higher motivation and achievement; and, at student and school levels, motivation predicted higher achievement. These findings extend a previous student-level application of the academic and cultural demands-resources framework to show that there are school-level academic and cultural demands and resources in immigrant students' academic lives that are linked to their motivation and achievement. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1507172 |
| Database: | ERIC |
| Abstract: | The present investigation applied the academic and cultural demands-resources framework to better understand the academic functioning of immigrant high school students. Among a sample of 4,494 immigrant students from 545 schools, multilevel structural equation modeling tested the hypothesized role of academic demands (e.g., resource shortage) and resources (e.g., school logistic support), and cultural demands (e.g., immigrant socioeconomic disadvantage) and resources (e.g., cultural learning) in predicting motivation (self-efficacy, valuing)--and, in turn, the extent to which these demands, resources, and motivation predicted academic performance (achievement). Supporting our hypotheses, findings revealed that school-level academic and cultural demands predicted lower academic motivation and achievement; school-level academic and cultural resources predicted higher motivation and achievement; and, at student and school levels, motivation predicted higher achievement. These findings extend a previous student-level application of the academic and cultural demands-resources framework to show that there are school-level academic and cultural demands and resources in immigrant students' academic lives that are linked to their motivation and achievement. |
|---|---|
| ISSN: | 0022-0663 1939-2176 |
| DOI: | 10.1037/edu0000972 |
