Download or read book ACADEMIC RESILIENCE AN INVESTIGATION OF PROTECTIVE FACTORS CONTRIBUTING TO THE ACADEMIC ACHIEVEMENT OF EIGHTH GRADE STUDENTS IN POVERTY written by and published by . This book was released on 2004 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of the present study is to assess the potential individual characteristics and environmental protective factors that promote academic resilience among impoverished eighth grade elementary school students in Turkey. The sample consisted of 872 (439 girls, 433 boys) students enrolled in 6 low SES inner-city public elementary schools in Ankara. Five instruments, Demographic Data Form, Resilience and Youth Development Module (RYDM), Scholastic Competence Scale (SCS), Beck Hopelessness Scale (BHS), and Nowicki-Strickland Locus of Control Scale (N-SLCS) were used in the present study. Grade point averages (6th, 7th and 8th grades) of students were used as the measure of Academic Achievement. Exploratory factor analysis and structural equation modeling were used to analyze the data. The results of the present study revealed that home high expectations, school caring relationships and high expectations, along with the peer caring relationships were the prominent external protective factors that predicted academic resilience for the adolescents in poverty. Considering the internal protective factors, having positive self-perceptions about one’s academic abilities, high educational aspirations, having empathic understanding, internal locus of control and being hopeful for the future were positively linked with the academic resilience of adolescents in poverty. Conversely, the external factors of home caring relationships, community caring relationships and high expectations, and peer high expectations, and internal factor of problem solving ability were negatively linked with academic resilience. These factors seem to be vulnerability factors for impoverished Turkish adolescents although they are generally accepted as the protective ones.
Download or read book How Protective Factors Mitigate Risk and Facilitate Academic Resilience Among Poor Minority College Students written by Erik E. Morales and published by Nova Novinka. This book was released on 2010 with total page 40 pages. Available in PDF, EPUB and Kindle. Book excerpt: Over the course of ten years, this extensive qualitative study focused on the academic resilience phenomenon. The research identifies significant risk and protective factors and uncovers specific processes by which the students have been able to overcome risk through the strategic utilisation of personal, environmental, and familial resources (protective factors). This book discusses the statistical analysis presented in the study, as well as the data and findings which are used to propose practical suggestions for promoting academic resilience in at-risk youth nation-wide.
Download or read book Resiliency Factors Effecting Academic Achievement of at Risk Fifth Grade Girls Living in Poverty written by Niccole R. Delestre and published by . This book was released on 2016 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: In this study, the researcher explored the perceptions of academically successful at risk fifth grade girls living in poverty regarding risk factors present in their everyday lives. Also, the researcher explored the various coping processes these students used to negotiate life stressors to be academically successful. Therefore, the study was designed to examine resilience from the girls' perspectives, allowing them to share their story about their success in school. The following research questions guided this study: 1. What protective factors contribute to resilience in at risk academically successful fifth grade girls living in poverty? 2. What effect does family have on the resiliency of at risk academically successful fifth grade girls living in poverty? The researcher collected and analyzed qualitative data from focus group sessions composed of five girls. The findings revealed that life stressors such as unclear expectations of teachers, experiencing a loss, and bullying caused life disruptions. In addition, the girls discussed how several coping processes like establishing and maintaining positive friendships, having a role model, and possessing certain inner qualities help them to achieve academic success. Findings suggest that educators must respect and value girls' assessment of their own academic success and allowing girls to enable their voice. In doing this, the practitioner can learn explicitly what works for at risk yet academically successful girls and perhaps apply it in closing opportunity gaps. In addition, after girls are encouraged to enable their voice, educators need to assist and support girls as they determine what changes they can implement to increase their self-efficacy.
Download or read book Pathways of Academic Resilience written by Yeseul Choi and published by . This book was released on 2019 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The current American accountability and standards systems often place a priority on remediating low achieving students from poverty rather than promoting their high achievement. Due to this policy trend, the low-income high achievers have unfortunately been long neglected. As it currently operates, the system unintentionally tends to ignore promising students with unfavorable backgrounds and places those low-income students within the policy's blind spot. Interestingly, developmental psychologists and pathologists have widely captured these underprivileged but academically successful students through a concept known as academic resilience. The presence of these resilient students from low-income families provides critical policy implications in considering the concepts of educational equity and social justice. Accordingly, how these students actually progress and which factors are contributing to those students' academic success needs to be explored. Using data from the Early Childhood Longitudinal Study (ECLS-K), this study explores a distinct achievement trajectory among low-income students and investigates the associated influence of individual and school characteristics on students' diverse trajectories. This study contributes to broadening the theoretical grounds of studies on resilience into a broader education policy context, as well as illuminating the neglected areas and targets in the current policy stream in terms of equity. From a practical perspective, this study provides useful information for policies and practices for the provision of fine-tuned services and interventions that guide low-income students toward academic resilience.
Download or read book Protective Factors Predicting Academic Resilience in Adolescent At risk Students written by Jennifer Ann Sturtevant and published by . This book was released on 2014 with total page 208 pages. Available in PDF, EPUB and Kindle. Book excerpt: The goal of this study was to explore the factors that contribute to academic resilience in at-risk late adolescents. Specifically, the study investigates how intrapersonal (self-efficacy, academic autonomy, locus of control) and interpersonal (parental involvement and parental autonomy support) factors and family income relate to academic resilience. The study was conducted using a survey with 91 juniors and seniors at a central California high school. Results support the relationship between intrapersonal factors (self-efficacy, academic autonomy and locus of control) and academic resilience of low-income adolescents. Contrary to other findings within this field, there were limited relations between parental involvement and parental autonomy support with academic resilience. This study also found a significant relationship between higher income level and higher GPA. Finally, students with lower income levels were significantly associated with a single parent family structure. Limitations and future implications are discussed.
Download or read book Health and Academic Achievement written by Blandina Bernal-Morales and published by BoD – Books on Demand. This book was released on 2018-09-19 with total page 268 pages. Available in PDF, EPUB and Kindle. Book excerpt: Emotional, physical and social well-being describe human health from birth. Good health goes hand in hand with the ability to handle stress for the future. However, biological factors such as diet, life experiences such as drug abuse, bullying, burnout and social factors such as family and community support at the school stage tend to mold health problems, affecting academic achievements. This book is a compilation of current scientific information about the challenges that students, families and teachers face regarding health and academic achievements. Contributions also relate to how physical activity, psychosocial support and other interventions can be made to understand resilience and vulnerability to school desertion. This book will be of interest to readers from broad professional fields, non-specialist readers, and those involved in education policy.
Download or read book Protective Factors Used by Academically Resilient Economically Disadvantaged Adult Students written by Thomas J. Desmond and published by . This book was released on 2020 with total page 226 pages. Available in PDF, EPUB and Kindle. Book excerpt: Adults who lack a post-secondary degree or vocational certificate quite often will struggle to find a job that pays a livable wage, particularly in higher socioeconomic regions of the United States. Unfortunately, many nontraditional adult students who return to school end up not completing their degree or certification program. These students often face risk factors associated with low socio-economic status that impede their success. This study examined the risk and protective factors encountered by economically disadvantaged adult students. Fourteen academically resilient adult students participated in one-on-one, semi-structured interviews to share with the researcher risk and protective factors they encountered while in school. Conversations were recorded, transcribed and then coded utilizing the extensive previous research on resilience. To date, there is scant qualitative research focusing on the academic resilience of adult students who return to school and are successful. Therefore, the researcher believed it to be of the utmost importance to focus on this group of individuals. This study finds that work, financial stress, family obligations, and in some cases English language proficiency were the most prevalent risk factors faced by economically disadvantaged students. This study also found that personality traits, family support, and institutional supports were the most important protective factors that fostered academic resilience. Recommendations include providing economically disadvantaged students with a stipend to relieve financial stress while attending classes, professional development for instructors to drive more self-directed learning, increasing course scheduling flexibility, and mandating counseling for all adult students.
Download or read book Focus on the Wonder Years written by Jaana Juvonen and published by Rand Corporation. This book was released on 2004-03-25 with total page 181 pages. Available in PDF, EPUB and Kindle. Book excerpt: Young teens undergo multiple changes that seem to set them apart from other students. But do middle schools actually meet their special needs? The authors describe some of the challenges and offer ways to tackle them, such as reassessing the organization of grades K-12; specifically assisting the students most in need; finding ways to prevent disciplinary problems; and helping parents understand how they can help their children learn at home.
Download or read book Stress and Anxiety written by Kathleen A. Moore and published by Logos Verlag Berlin GmbH. This book was released on 2017-06-20 with total page 238 pages. Available in PDF, EPUB and Kindle. Book excerpt: We present this collection of peer-reviewed papers covering a contemporary exploration of old and new concepts in the area of stress, anxiety, and coping. The papers include a consideration of the age-old questions concerning maths and test anxiety and the factors which predict or mediate these to a theoretical discussion of what is stress and how do we measure it. Several papers focus on stress and coping in applied settings, such as among patients with chronic disease, panic disorder, and also in those who play sport. Further papers are devoted to stress and coping in educational and academic settings and examine factors which contribute to students' learning as well as those which influence teachers' occupational stress. The recent emphasis by positive psychologists on resilience as well as coping has also featured here with chapters looking at their contributions to psychological health. However, the question is posed as to whether resilience and coping are cut from the same cloth.
Download or read book Kassaboek written by and published by . This book was released on 1835 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Handbook of Research on Student Engagement written by Sandra L. Christenson and published by Springer Science & Business Media. This book was released on 2012-02-23 with total page 839 pages. Available in PDF, EPUB and Kindle. Book excerpt: For more than two decades, the concept of student engagement has grown from simple attention in class to a construct comprised of cognitive, emotional, and behavioral components that embody and further develop motivation for learning. Similarly, the goals of student engagement have evolved from dropout prevention to improved outcomes for lifelong learning. This robust expansion has led to numerous lines of research across disciplines and are brought together clearly and comprehensively in the Handbook of Research on Student Engagement. The Handbook guides readers through the field’s rich history, sorts out its component constructs, and identifies knowledge gaps to be filled by future research. Grounding data in real-world learning situations, contributors analyze indicators and facilitators of student engagement, link engagement to motivation, and gauge the impact of family, peers, and teachers on engagement in elementary and secondary grades. Findings on the effectiveness of classroom interventions are discussed in detail. And because assessing engagement is still a relatively new endeavor, chapters on measurement methods and issues round out this important resource. Topical areas addressed in the Handbook include: Engagement across developmental stages. Self-efficacy in the engaged learner. Parental and social influences on engagement and achievement motivation. The engaging nature of teaching for competency development. The relationship between engagement and high-risk behavior in adolescents. Comparing methods for measuring student engagement. An essential guide to the expanding knowledge base, the Handbook of Research on Student Engagement serves as a valuable resource for researchers, scientist-practitioners, and graduate students in such varied fields as clinical child and school psychology, educational psychology, public health, teaching and teacher education, social work, and educational policy.
Download or read book The Impact of Resilience on the Academic Achievement of At risk Students in the Upward Bound Program in Georgia written by Deborah Darlene Lee and published by . This book was released on 2009 with total page 122 pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's abstract: The purpose of this study was to determine the relationship between resilience and the academic achievement of at-risk students in the Upward Bound Program in Georgia. The researcher used a quantitative method to collect data for the study. The researcher used the Healthy Kids Survey (Module B) instrument to assess the resilience of participants; it had 33 items on it and the researcher added a demographic section to the survey to collect information about the participants' families, schools, GPAs, and SAT/ACT scores. All of the participants chosen for this study were at-risk students due to their status as low-income and potential first-generation-to attend college, high school seniors in the Upward Bound Program in both rural and urban communities in Georgia. There were 200 participants selected for this study and 91 chose to participate. The researcher found several interesting results. The researcher found that at-risk students in the Upward Bound Program in Georgia were highly resilient and that their resilience was positively related to their GPAs. Also, the females in the study were more resilient than the males and had higher GPAs. Furthermore, urban participants in the study were only slightly more resilient than their rural counterparts, and participants living with both parents were more resilient than students living with one parent. On other academic indicators such as the SAT and ACT, the study found that there was not a significant relationship between resilience and these college entrance tests. However, there were surprising findings related to the participants' performance on these tests. African American males scored quite high on the SAT. Also, urban students outperformed rural students on the SAT and participants living with both parents scored higher than those living with one parent. The researcher noted several conclusions from the study. An important conclusion was that the Upward Bound Program helps to build resilience and that resilience positively impacts the participants' GPAs. Maintaining good grades in school is a major factor in students staying in school and going to college; therefore, educators should promote fostering resilience for at-risk students, especially for African American males. Another conclusion was that rural students need more opportunities to participate in programs that foster resilience. Key factors of resilience programs are caring, and supportive adults, who are interested in the students, school work, and adults who have high expectations for the students. School leaders and educators should seek to create warm, supportive school climates and opportunities for all students to achieve. The implications for the study can be very useful to educators and educational leaders as well as for professionals who work in dropout prevention and pre-college programs in Georgia. Also, the findings in the study can serve as a basis for strengthening parental involvement and support from adult mentors for K-12 students. Ultimately, the findings should provide a basis for promoting resilience in all students, especially at-risk students due to poverty.
Download or read book The Relationship Between Self efficacy Resilience and Academic Achievement Among African American Urban Adolescent Students written by Natosha Peterson Speight and published by . This book was released on 2009 with total page 270 pages. Available in PDF, EPUB and Kindle. Book excerpt: In today's society, students from urban environments are often exposed to higher rates of crime and violence, poverty, school dropout, incarceration, substance abuse, and many other factors that are associated with increased risk for social and/or emotional problems (Babbitt & Byrne, 1999; Jeffries, 2000; Schensul, 1998; Van Horn, 1999). Many of these factors interfere with the learning and educational process of urban adolescent students. Although many urban adolescents face similar risk factors, some students manage to overcome the stressors and show positive adaptation in the face of adversity. Unfortunately, these success stories are far too often the exception, rather than the norm or the expectation. Barbarin (1992) noted that the way African-American children are able to survive and thrive in the face of adversity clearly requires more attention. The current study explored this phenomenon by examining the relationships between self-efficacy, resilience and achievement, and provides empirical data to the scant research literature on African-American urban adolescents. The present study examined the relationships between self-efficacy, resilience and academic achievement among African-American urban high school students in Washington, DC. The study hypothesized positive relationships between self-efficacy, resilience and achievement, and also examined the contribution of self-efficacy and resilience in predicting academic achievement. Collected data were analyzed using correlation statistics, multiple regression analyses and analysis of variance. The study further explored the contributory effect of select demographic variables (i.e. authoritative parenting, role models, and socioeconomic status) on the variance in self-efficacy and resilience. Results indicated that resilience was significantly and positively correlated with achievement, self-efficacy and authoritative parenting. Additionally, authoritative parenting was significantly and positively correlated with achievement, influential role models, and self-efficacy. Authoritative parenting also emerged as a significant predictor of self-efficacy and resilience. Based on the findings of the current study, resilience and authoritative parenting may be protective factors for African-American urban youth. Strategies and interventions developed to support and promote resilience and authoritative parenting are likely to have implications for positive outcomes, which may also mitigate risk factors and contribute to lessening the achievement gap among cultural groups. Implications for future research and intervention are discussed.
Download or read book Risk and Resiliency Factors At School Entry written by Krystle Kuzia Preece and published by . This book was released on 2015 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Additionally, first-time kindergarten status was positively related to reading and math scores in eighth grade and negatively related to having an educational/mental health diagnosis and internalizing behavior problems in eighth grade. With regard to kindergarten behavioral risk factors, externalizing behavior seemed to be the most salient predictor of eighth grade outcomes, showing a negative relationship with eighth grade reading and a positive relationship with suspension, internalizing and externalizing behaviors, and the presence of an educational or mental health diagnosis. Internalizing behaviors in kindergarten did not show the same predictive power as externalizing factors, although they were related to some eighth grade behavioral outcomes. With regard to kindergarten behavioral protective factors, early school-related adjustment was positively related to eighth grade math achievement. It was also negatively related to experiencing retention by eighth grade and eighth grade internalizing and externalizing symptoms. In terms of demographic moderators of relations between early academic and behavioral variables and eighth grade outcomes, gender was a moderator of the relation between kindergarten externalizing behavior and experiencing retention by eighth grade. Females with high levels of externalizing behavior were more likely than males with high levels of externalizing behavior to experience retention. Implications of the study for school-based practice are discussed.
Download or read book Educational Resilience written by and published by . This book was released on 2011 with total page 151 pages. Available in PDF, EPUB and Kindle. Book excerpt: Educators are increasingly pressured to raise standardized test scores under the No Child Left Behind (NCLB) Act of 2001, which has resulted in increased instructional time in tested subjects and test-focused school leaders who neglect school climate factors which have been associated with positive student development and increased student achievement. The theoretical framework of resilience, applied to the school setting, along with associated school climate data, may offer keys to improved school organization, instructional delivery, data analysis, and teacher training, resulting in improved student outcomes. The California Healthy Kids Survey (CHKS) and its Resilience Youth Development Module (RYDM) represent a research-based, psychometrically-sound instrument that measures school climate elements, such as external school protective factors, internal student assets, and school connectedness. The independent variables of this study included external school protective factors, such as: caring adults, high expectations, and opportunities for meaningful participation; internal student assets, such as: problem-solving, self-efficacy, empathy, and self-awareness; demographic control variables, such as percent number of students: African-American, Hispanic/Latino, participating in free/reduced meals, and English language learners; and a school connectedness variable. Aggregated school-level scores were drawn from 1.5 million student cases (n = 1143, 987, and 836 schools in 2004, 2006, and 2008, respectively). The dependent variables were school Academic Performance Index (API) scores. This study investigated the relationship between select- CHKS items and subscales to a student achievement measure; school API score, a figure calculated by California Department of Education's general accountability system based on standardized test performance. This correlational study with replicated procedures across three sets of data examined matching 7th grade CHKS data and school API scores through descriptive and inferential statistical analyses in school years 2003-2004, 2005- 2006, and 2007-2008. A three-part statistical procedure for data analysis included a zero-ordered simple correlation to school API, then two forced-entry hierarchical multiple regression analyses that accounted for the effects of all variables, and the tested effect of the mediator variable, school connectedness. Study findings indicated that the school meaningful participation and school connectedness variables demonstrated statistically significant positive correlations to school API scores through three study replications, after accounting for the effect of all other study variables, such that the higher the reports of school meaningful participation and school connectedness, the higher the school API score. School connectedness, however, was three to four times a more powerful predictor of school API scores than school meaningful participation. The study findings support educational leadership approaches and policy development efforts that purposefully bolster school connectedness and school meaningful participation to more positively impact student learning and school reform efforts.
Download or read book Optimizing Student Success in School with the Other Three Rs written by Robert J. Sternberg and published by IAP. This book was released on 2006-06-01 with total page 271 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Other Three R’s model began as an American Psychological Association (APA) initiative, sponsored by Robert J. Sternberg, IBM Professor of Psychology and Education at Yale University and Past President of the APA. For both this initiative and this edited volume, Sternberg assembled a diverse team of experts who identified reasoning, resilience and responsibility as three learnable skills that, when taken together, have great potential for increasing academic success. The authors of this volume present in detail their evidence-based arguments for promoting TOTRs in schools as a way to optimize student success.
Download or read book The Experiences of High Achieving African American Students in Urban High Schools written by Danita Anne Thornton and published by . This book was released on 2012 with total page 115 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: There are a number of African American students attending public schools situated within lower income communities who achieve academic success, despite encountering various challenges. The purpose of this qualitative study was to gain insight into the internal and external protective factors that served to mitigate risk in the lives of academically resilient African American students. Moreover, an examination of the process by which these students achieved academic success despite factors that typically place students "at-risk" or "educationally vulnerable" for academic failure was the goal of this research inquiry. Twenty-one graduating seniors across four high schools were interviewed as part of this phenomenological research investigation. Several themes emerged that supported existing literature on academic resilience and African American students. All participants discussed the impact of both internal and external protective factors across home, schools, and communities that led to academic success. In addition, the majority of respondents reported that in their respective schools, education was valued, responsibilities were often shared among others, and positive and supportive relationships were encouraged across students, teachers, and school staff. Furthermore, participants discussed the process of being resilient, specifically encountering various challenges, but working to achieve their academic goals.
