School-level socio-economic disadvantage significantly predicted immigrant students' self-efficacy and achievement but not valuing in exploratory multilevel tests¶

Claim · All claims
Evidence · 1 study · associational r? · q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In exploratory multilevel mixed modelling, school-level socio-economic disadvantage significantly predicted self-efficacy and achievement, but not valuing, among immigrant students. → Andrew J. Martin 2025

Evidence¶

Andrew J. Martin 2025¶

Andrew J. Martin, Gregory Arief D. Liem, Rebecca J. Collie, Lars-Erik Malmberg, Tim Mainhard. (2025). School-Level Academic and Cultural Demands and Resources: Their Role in Immigrant Students' Motivation and Achievement. Journal of Educational Psychology. https://doi.org/10.1037/edu0000972.supp

q2 · i? · associational · r?

Exploratory multilevel mixed modelling on the study's immigrant sample included student-level socio-economic status and school-level socio-economic disadvantage in predicting the three dependent variables. The article reports "school-level socio-economic disadvantage significantly predicting self-efficacy and achievement, but not valuing"; no effect sizes are printed.

"these exploratory findings showed the same pattern of statistical significance for school-level socio-economic disadvantage (our focal socio-economic factor) as that shown in the main manuscript's Table 3 central modelling, with school-level socio-economic disadvantage significantly predicting self-efficacy and achievement, but not valuing."

Discussion¶

Learner Variables¶

• Socioeconomic Status — predictor: outcomes differ by group: a gap reflecting circumstances and treatment, not a cause

Related Claims¶

• COVID-19 widened the socio-economic performance gap on average, deteriorating more among disadvantaged students, significantly in mathematics and science — related
• Family, schoolmate, teacher, and student characteristics are linked to SOBAS and account for most of its variance — related
• Teaching and learning conditions did not statistically significantly explain cross-national differences in the pandemic-related widening of the socio-economic performance gap — related