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Background. Students with low socio-economic status (SES) are typically depicted as low performers and more likely to fail in school. However, a group of students, despite their background, manage to succeed in school. The capacity to overcome adversities and achieve successful educational outcomes is referred to as Academic Resilience. Research on the relationship between personality traits and academic performance shows that conscientiousness is a crucial factor in predicting academic success and resilience. However, it has also been shown that achievement is a result of an interaction between conscientiousness and students' interest in the subject.Aims. The study aims to investigate how students' school-related perseverance and interest predict academic achievement among resilient and non-resilient pupils over time in the Swedish compulsory school setting.Sample. Study subjects were a subset (N = 1,665) of the sampled compulsory school students from the 1992 birth cohort in the evaluation through follow-up (ETF) database.Methods. Multigroup structural equation modelling (SEM) with latent variable interaction was used. Measurement invariance was tested to examine the comparability of the constructs across groups.Results. The results suggest that resilient students rely heavily on both perseverance of effort and interest in school subjects to succeed in their education. For the non-resilient group, the later perseverance level was conditioned on the level of the interest, and neither their early nor later grade interest was related to their achievement.Conclusions. The academically resilient students displayed more consistency in interest and perseverance over time, which might explain their relative success compared to the non-resilient group.This is an open access article under the terms of the Creative Commons Attribution-NonCommercial-NoDerivs License, which permits use and distribution in any medium, provided the original work is properly cited, the use is non-commercial and no modifications or adaptations are made.

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The aim of the study is to investigate the measurement invariance of mathematics self-concept and self-efficacy across 40 countries that participated in the Programme for International Student Assessment (PISA) 2003 and 2012 cycles. The sample of the study consists of 271,760 students in PISA 2003 and 333,804 students in PISA 2012. Firstly, the traditional measurement invariance testing was applied in the multiple-group confirmatory factor analysis (MGCFA). Then, the alignment analyses were performed, allowing non-invariance to a minimum to estimate all of the parameters. Results from MGCFA indicate that mathematics self-concept and self-efficacy hold metric invariance across the 80 groups (cycle by country). The alignment method results suggest that a large proportion of non-invariance exists in both mathematics self-concept and self-efficacy factors, and the factor means cannot be compared across all participating countries. Results of the Monte Carlo simulation show that the alignment results are trustworthy. Implications and limitations are discussed, and some recommendations for future research are proposed.