View in EDS

School-Level Academic and Cultural Demands and Resources: Their Role in Immigrant Students' Motivation and Achievement.

Saved in:
Bibliographic Details
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]
Copyright of Journal of Educational Psychology is the property of American Psychological Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Teacher Reference Center
FullText Text:
  Availability: 0
Header DbId: trh
DbLabel: Teacher Reference Center
An: 188800742
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: School-Level Academic and Cultural Demands and Resources: Their Role in Immigrant Students' Motivation and Achievement.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Martin%2C+Andrew+J%2E%22">Martin, Andrew J.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Liem%2C+Gregory+Arief+D%2E%22">Liem, Gregory Arief D.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Collie%2C+Rebecca+J%2E%22">Collie, Rebecca J.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Malmberg%2C+Lars-Erik%22">Malmberg, Lars-Erik</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Mainhard%2C+Tim%22">Mainhard, Tim</searchLink> (AUTHOR)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Journal+of+Educational+Psychology%22">Journal of Educational Psychology</searchLink>. Nov2025, Vol. 117 Issue 8, p1251-1268. 18p.
– Name: Subject
  Label: Subjects
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22IMMIGRANT+students%22">IMMIGRANT students</searchLink><br /><searchLink fieldCode="DE" term="%22MOTIVATION+%28Psychology%29%22">MOTIVATION (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22EDUCATIONAL+outcomes%22">EDUCATIONAL outcomes</searchLink><br /><searchLink fieldCode="DE" term="%22EDUCATIONAL+resources%22">EDUCATIONAL resources</searchLink><br /><searchLink fieldCode="DE" term="%22SOCIOCULTURAL+factors%22">SOCIOCULTURAL factors</searchLink><br /><searchLink fieldCode="DE" term="%22ACADEMIC+workload+of+students%22">ACADEMIC workload of students</searchLink><br /><searchLink fieldCode="DE" term="%22DIVERSITY+in+education%22">DIVERSITY in education</searchLink><br /><searchLink fieldCode="DE" term="%22ACHIEVEMENT%22">ACHIEVEMENT</searchLink>
– 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. 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]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Journal of Educational Psychology is the property of American Psychological Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=trh&AN=188800742
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1037/edu0000972
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 18
        StartPage: 1251
    Subjects:
      – SubjectFull: IMMIGRANT students
        Type: general
      – SubjectFull: MOTIVATION (Psychology)
        Type: general
      – SubjectFull: EDUCATIONAL outcomes
        Type: general
      – SubjectFull: EDUCATIONAL resources
        Type: general
      – SubjectFull: SOCIOCULTURAL factors
        Type: general
      – SubjectFull: ACADEMIC workload of students
        Type: general
      – SubjectFull: DIVERSITY in education
        Type: general
      – SubjectFull: ACHIEVEMENT
        Type: general
    Titles:
      – TitleFull: School-Level Academic and Cultural Demands and Resources: Their Role in Immigrant Students' Motivation and Achievement.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Martin, Andrew J.
      – PersonEntity:
          Name:
            NameFull: Liem, Gregory Arief D.
      – PersonEntity:
          Name:
            NameFull: Collie, Rebecca J.
      – PersonEntity:
          Name:
            NameFull: Malmberg, Lars-Erik
      – PersonEntity:
          Name:
            NameFull: Mainhard, Tim
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 11
              Text: Nov2025
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 00220663
          Numbering:
            – Type: volume
              Value: 117
            – Type: issue
              Value: 8
          Titles:
            – TitleFull: Journal of Educational Psychology
              Type: main
ResultId 1