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The ACD-R framework applied to immigrant students at school level

Design · All designs
Evidence · 1 claim (1 for) · 1 study (1 associational), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description

The article's running head names "THE ACD-R FRAMEWORK AMONG IMMIGRANT STUDENTS", an academic and cultural demands–resources framework in which school-level academic demands (resource shortage, hindered learning), academic resources (student assistance), cultural demands (immigrant socioeconomic disadvantage) and cultural resources (cultural learning, shared cultural values, immigrant language support) are modelled as predictors of immigrant students' motivation (self-efficacy, valuing) and achievement.

Design Implications

Context

Requirements

  • School-level PISA indices for each demands/resources factor must be available to instantiate the framework

Constraints

  • As applied here, the framework operates at the school level among immigrant students using PISA 2018 data

Target Learners

  • immigrant students in secondary schools

Learning Goals

  • motivation (self-efficacy, valuing) and achievement

Claims

Examples

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Key Sources

  • 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.
Page metadata
Field Value
type design
id acd-r-framework-immigrant-students-school-level
title The ACD-R framework applied to immigrant students at school level
description The article's running head names "THE ACD-R FRAMEWORK AMONG IMMIGRANT STUDENTS", an academic and cultural demands–resources framework in which school-level academic demands (resource shortage, hindered learning), acad...
status review
generated by process:settle-candidates on 2026-10-24
trust unverified — no one has confirmed this page's content
sources 1 — andrew-j-martin-2025

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