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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 0000-0001-5504-392X), Gregory Arief D. Liem, Rebecca J. Collie, Lars-Erik Malmberg, Tim Mainhard
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
FullText Text:
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  Data: School-Level Academic and Cultural Demands and Resources: Their Role in Immigrant Students' Motivation and Achievement
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Andrew+J%2E+Martin%22">Andrew J. Martin</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5504-392X">0000-0001-5504-392X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Gregory+Arief+D%2E+Liem%22">Gregory Arief D. Liem</searchLink><br /><searchLink fieldCode="AR" term="%22Rebecca+J%2E+Collie%22">Rebecca J. Collie</searchLink><br /><searchLink fieldCode="AR" term="%22Lars-Erik+Malmberg%22">Lars-Erik Malmberg</searchLink><br /><searchLink fieldCode="AR" term="%22Tim+Mainhard%22">Tim Mainhard</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Educational+Psychology%22"><i>Journal of Educational Psychology</i></searchLink>. 2025 117(8):1251-1268.
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  Data: 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
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  Data: Y
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  Data: 18
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  Data: 2025
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Immigrants%22">Immigrants</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Motivation%22">Student Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Resources%22">Resources</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Influences%22">Cultural Influences</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Predictor+Variables%22">Predictor Variables</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Resources%22">Educational Resources</searchLink><br /><searchLink fieldCode="DE" term="%22Socioeconomic+Status%22">Socioeconomic Status</searchLink><br /><searchLink fieldCode="DE" term="%22Culturally+Relevant+Education%22">Culturally Relevant Education</searchLink><br /><searchLink fieldCode="DE" term="%22Institutional+Characteristics%22">Institutional Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Value+Judgment%22">Value Judgment</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Australia%22">Australia</searchLink><br /><searchLink fieldCode="DE" term="%22New+Zealand%22">New Zealand</searchLink>
– Name: DOI
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  Data: 10.1037/edu0000972
– Name: ISSN
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  Data: 0022-0663<br />1939-2176
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
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  Data: As Provided
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  Label: Entry Date
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  Data: 2026
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  Label: Accession Number
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  Data: EJ1507172
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        Value: 10.1037/edu0000972
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 18
        StartPage: 1251
    Subjects:
      – SubjectFull: Immigrants
        Type: general
      – SubjectFull: Student Motivation
        Type: general
      – SubjectFull: High School Students
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Resources
        Type: general
      – SubjectFull: Cultural Influences
        Type: general
      – SubjectFull: Barriers
        Type: general
      – SubjectFull: Predictor Variables
        Type: general
      – SubjectFull: Educational Resources
        Type: general
      – SubjectFull: Socioeconomic Status
        Type: general
      – SubjectFull: Culturally Relevant Education
        Type: general
      – SubjectFull: Institutional Characteristics
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Value Judgment
        Type: general
      – SubjectFull: Self Efficacy
        Type: general
      – SubjectFull: Australia
        Type: general
      – SubjectFull: New Zealand
        Type: general
    Titles:
      – TitleFull: School-Level Academic and Cultural Demands and Resources: Their Role in Immigrant Students' Motivation and Achievement
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              Type: published
              Y: 2025
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