Harnessing Theory to Make Sense of Large-Scale Secondary Data in Education
Applying the Academic Demands–Resources Framework
Bibliographic Data
| ID | 22046083 |
|---|---|
| Authors | Andrew J Martins (0000-0001-5504-392X, UNSW Sydney, corresponding author), Lala B Sudimantara (0000-0001-5058-5885, Universitas 17 Agustus 1945 Cirebon), Ema W Dewi (0000-0002-3366-7632, Universitas 17 Agustus 1945 Cirebon) |
| Year | 2025 |
| Volume | 15 |
| Issue | 2 |
| Pages | 256 |
| Publication date | 2025-02-19 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci15020256 |
| OpenAlex | W4407748717 |
| Language | EN |
| Citations received | 1 |
| References cited | 55 |
Large-scale secondary datasets such as PISA, TIMSS, PIRLS, and TALIS present valuable opportunities for researchers to investigate diverse issues of educational significance. However, one challenge when analyzing these datasets is to navigate the diffuse constructs that comprise them so that cohesive and coherent research can be conducted. Failure to do so can lead to research that is fragmented, ad hoc, and idiosyncratic, limiting the validity and generalizability of what can be concluded. The present discussion explores how theory can be harnessed as an organizing device for selecting and modeling constructs in large-scale secondary datasets. With a focus on the academic demands–resources (AD-R) framework, we look at recent research using large-scale secondary data that has drawn on this conceptual lens to bring cohesion and coherence to research and which has considerable implications for future educational research and practice. We also look at how the AD-R has been extended (by way of the academic and cultural demands–resources [ACD-R] framework) to analyze large-scale secondary data to better understand the academic development of immigrant students at school
Knowledge management · Mathematics education · Computer Science · Educational Assessment and Improvement · Evaluation and Performance Assessment · Psychology · School Choice and Performance
The role of personal resources in the job demands-resources model.
Goal Theory, Motivation, and School Achievement
Racial/ethnic discrimination and well-being during adolescence
A Motivational Science Perspective on the Role of Student Motivation in Learning and Teaching Contexts.
The Many Meanings of Quality Education
Towards a model of work engagement
How all students can belong and achieve
From expectancy-value theory to situated expectancy-value theory
Job demands–resources theory
The effects of Pisa on global basic education reform
Pupils’ Adaptability at School, a Balance Between Demands and Resources
Study Burnout and Engagement During Covid-19 Among University Students
Examining the unique roles of adaptability and buoyancy in teachers’ work-related outcomes
Study demands and resources affect academic well‐being and life satisfaction of undergraduate medical students in the Netherlands
Research Methods
Job Demands–Resources Theory
The Study Demands-Resources Framework
Academic buoyancy among female secondary school students
Still motivated to teach? A study of school context variables, stress and job satisfaction among teachers in senior high school
Job demands, job resources, and their relationship with burnout and engagement
Examining the influence of international large-scale assessments on national education policies
International Large-Scale Assessment Data
Immigrant adolescents’ perceptions of cultural pluralism climate
Social Cognitive Theory
Understanding Sustainable Development Goal (SDG) 4 on "quality education" from micro, meso and macro perspectives
Psychosocial Adaptation and School Success of Italian, Portuguese and Albanian Students in Switzerland
| Citations per year | 1 |
|---|---|
| Citation span | 2026 - 2026 (1) |
| Highly cited | No |