The present investigation applied the academic and cultural demands-resources (ACD-R) framework to better understand the academic development of immigrant high school students. Analyses sought to test the hypothesized contribution of academic demands (e.g., learning-disrupted teaching) and resources (e.g., autonomy-supportive teaching), personal demands (e.g., fear of failure) and resources (e.g., adaptability), and cultural demands (e.g., discrimination) and resources (e.g., cultural confidence) in predicting motivation (self-efficacy, valuing)—and, in turn, the extent to which motivation predicted academic outcomes in the forms of engagement (persistence, non-attendance) and performance (achievement). Drawing on PISA (2018) data, the sample comprised 4886 immigrant students: 3329 from Australia and 1557 from New Zealand. Confirmatory factor analysis (CFA) was first conducted to ascertain the psychometric properties of the study's measures and then the central analyses employed structural equation modelling (SEM) to test hypothesized paths. After demonstrating good CFA fit, SEM revealed that particularly salient (at < 0.001) demand and resource predictors of motivation were: warmth-supportive teaching (positively), fear of failure (negatively), adaptability (positively), discrimination (negatively), cultural communication skills (positively), and cultural confidence (positively). Also, self-efficacy and valuing significantly predicted persistence (positively) and non-attendance (negatively), while self-efficacy also significantly predicted achievement (positively). The hypothesized ACD-R process is a viable means to understand immigrant students’ academic experience and to offer some fruitful direction for supporting their academic development.

中文翻译：

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探索学术、个人和文化需求和资源在移​​民学生的动机、参与和成就中的作用

本调查应用学术和文化需求资源（ACD-R）框架来更好地了解移民高中生的学术发展。分析试图检验学术需求（例如，学习中断的教学）和资源（例如，自主支持教学）、个人需求（例如，对失败的恐惧）和资源（例如，适应性）以及文化需求（例如，适应性）的假设贡献。例如，歧视）和资源（例如，文化信心）来预测动机（自我效能、价值），反过来，动机在多大程度上以参与（坚持、缺勤）和表现的形式预测学术成果（成就）。根据 PISA（2018）数据，样本包括 4886 名移民学生：其中 3329 名来自澳大利亚，1557 名来自新西兰。首先进行验证性因素分析（CFA）以确定研究措施的心理测量特性，然后中央分析采用结构方程模型（SEM）来测试假设的路径。在展示了良好的 CFA 拟合度后，SEM 揭示了特别显着（< 0.001）的需求和资源动机预测因子是：温暖支持性教学（正向）、对失败的恐惧（负向）、适应性（正向）、歧视（负向）、文化沟通技巧（积极）和文化自信（积极）。此外，自我效能和价值观显着预测坚持（正）和缺勤（负），而自我效能也显着预测成就（正）。假设的 ACD-R 流程是了解移民学生的学术经历并为支持他们的学术发展提供一些富有成效的方向的可行方法。