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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.
Authors: Martin, Andrew J. (AUTHOR), Liem, Gregory Arief D. (AUTHOR), Collie, Rebecca J. (AUTHOR), Malmberg, Lars-Erik (AUTHOR), Mainhard, Tim (AUTHOR)
Source: Journal of Educational Psychology. Nov2025, Vol. 117 Issue 8, p1251-1268. 18p.
Subjects: IMMIGRANT students, MOTIVATION (Psychology), EDUCATIONAL outcomes, EDUCATIONAL resources, SOCIOCULTURAL factors, ACADEMIC workload of students, DIVERSITY in education, ACHIEVEMENT
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. Educational Impact and Implications Statement: How educators and education systems respond to their immigrant intakes has a large bearing on how immigrant students succeed in school. The academic and cultural demands–resources framework has been suggested as a basis for research and practice aimed at enhancing the academic experiences and outcomes of culturally/ethnically diverse students—and to help address the challenges these students are known to experience. With a focus on immigrant students and the schools in which they are educated, our findings showed there are academic and cultural demands and resources at school that make a difference to immigrant students' academic lives. We conclude the academic and cultural demands–resources framework offers fruitful direction for schools to support their immigrant students' educational functioning. [ABSTRACT FROM AUTHOR]
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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. Educational Impact and Implications Statement: How educators and education systems respond to their immigrant intakes has a large bearing on how immigrant students succeed in school. The academic and cultural demands–resources framework has been suggested as a basis for research and practice aimed at enhancing the academic experiences and outcomes of culturally/ethnically diverse students—and to help address the challenges these students are known to experience. With a focus on immigrant students and the schools in which they are educated, our findings showed there are academic and cultural demands and resources at school that make a difference to immigrant students' academic lives. We conclude the academic and cultural demands–resources framework offers fruitful direction for schools to support their immigrant students' educational functioning. [ABSTRACT FROM AUTHOR]
ISSN:00220663
DOI:10.1037/edu0000972