Academic Invulnerability among Mexican American Students: The Importance of Protective Resources and Appraisals

Alva, Sylvia Alatorre

doi:10.4135/9781483326801.n19

Cited by 56 publications

(77 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Results provided supporting evidence for the statements by Alva (1991), Wang, Haertel, and Walberg (1994), and Martin (2002). Although low-SES may be negatively…”

Section: Conclusion and Discussionsupporting

confidence: 57%

“…rationale of the present study was also justified by Alva (1991) who stated that although it is really difficult to change the conditions that put the students at risk, it is crucial that the disadvantaged students learn to deal with their problems and improve their academic skills, and Martin (2002) who stated that they can be provided themselves with a good learning opportunity, which makes them academically resilient.…”

Section: Introductionmentioning

confidence: 97%

See 1 more Smart Citation

An Analysis of the Profile of Resilient Students based on PISA 2012

Kalender¹

2015

EPOD

View full text Add to dashboard Cite

The present study sought to define resilient students' profile in comparison with low achieving/low SES students. To this end, several school-and teacher-related variables, taken from PISA 2012 student questionnaire, that were considered to be influential on students' reading literacy were examined. A total number of 28 items from 5 dimensions were selected. They are: Student-Teacher Relations (5 items), Sense of Belonging (9 items), Attitude towards Learning at School (4 items), Attitude toward School (4 items), and Perceived Control (6 items). Using binary logistic regression, significant variables were defined explaining literacy differences between two groups of students. Then, profile of resilient students was defined. Results indicated that resilient students had more positive attitudes towards school and teachers compared with low achievers. The findings of the present may provide significant information as to increase rate of resilient students.

show abstract

“…Results provided supporting evidence for the statements by Alva (1991), Wang, Haertel, and Walberg (1994), and Martin (2002). Although low-SES may be negatively…”

Section: Conclusion and Discussionsupporting

confidence: 57%

Section: Introductionmentioning

confidence: 97%

An Analysis of the Profile of Resilient Students based on PISA 2012

Kalender¹

2015

EPOD

View full text Add to dashboard Cite

show abstract

“…Sin embargo, la resiliencia académica es relevante para todos los estudiantes, porque todos ellos son susceptibles de tener experiencias de mala ejecución, adversidad o presión motivada por los estudios. Los estudiantes académicamente resilientes son aquellos que mantienen altos niveles de motivación de logro y ejecución a pesar de la presencia de eventos estresantes y condiciones que supongan un riesgo de fracaso y abandono de los estudios (Alva, 1991).…”

Section: Antecedentesunclassified

Resiliencia Y Autoconcepto: Su Relación Con El Cansancio Emocional en Adolescentes

Silva¹,

Astorga²

2017

Revista INFAD de Psicología

View full text Add to dashboard Cite

Resilience and self-concept: relationship with emotional exhaustion in adolescents.The aim of this research was to determine the relationship of resilience and self-concept with the emotional exhaustion. Participants were 314 adolescents from León, aged between 16 and 18 years (mean= 16.6; D.T. =0.62). 62% were men. Results show that resilience and self-concept were negatively related with emotional exhaustion. In conclusion, the more resilients adolescents and the ones with a higher self-concept suffered less emotional exhaustion. In education is important to train adolescents in strategies that improve resilience and the self-concept.Keywords: resilience; self-concept; emotional exhaustion; adolescents. RESUMENEn este estudio nos planteamos averiguar la relación de la resiliencia y el autoconcepto con el cansancio emocional. Participaron 314 adolescentes de León, rango entre 16 y 18 años (media = 16.6; D.T. = 0.62), el 62% varones. Se aplicaron medidas de autoinforme en el contexto de clase. Los resultados muestran que la resiliencia y el autoconcepto están fuertemente relacionados con menor cansancio emocional. Se puede concluir que los estudiantes más resilientes, con mayor capacidad para superar los contratiempos estresantes, así como para afrontar la presión propia de los estudios y con una mayor valoración de sí mismos son los que mostraron menor cansancio emocional. La educación de los estudiantes también debe atender a que adquieran estrategias para superar los contratiempos y la presión debida a los estudios, sin olvidar su autoimagen.

show abstract

“…Michel (2014) twierdzi, że koncepcja resilience jest aplikowalna do praktyki pedagogicznej -co oznacza, że na podstawie programu 10 ways to build resilience można konstruować szkolne programy profilaktyczne dostosowane do potrzeb i oczekiwań uczniów. Doniesienia z innych badań (za: Alva, 1991) sugerują, że interwencje skierowane wobec uczniów typu resilience powinny być związane z kształtowaniem poczucia skuteczności, kontroli, wzmacniania wytrwałości, umiejętności planowania oraz redukcji lęku. Krótko omówimy kilka możliwych kierunków interwencji i wsparcia, jako istotnych dla konkretnych aspektów leżących u podstaw resilience uczniów.…”

Section: Academic Resilience a Praktyka Szkolnaunclassified

“…Widzimy wyraźny związek ogólnych założeń teorii resilience z jego odmianą, czyli academic resilience. Według Sylvii Alva (1991) uczniowie resilient to tacy, którzy utrzymują wysoki poziom motywacji osiągnięć i wyników, pomimo obecności stresujących zdarzeń i warunków, które zwiększają ryzyko osiągnięcia złych wyników i ostatecznie porzucenia nauki. Dlatego tak ważne wydaje się tworzenie programów i rozwiązań, które będą wzmacniały uczniowskie zasoby i ochronią uczniów przez porażką edukacyjną.…”

Section: Academic Resilience a Praktyka Szkolnaunclassified

Problematyka academic resilience – teoria, badania i praktyczne zastosowanie

Smulczyk

2017

PBE

View full text Add to dashboard Cite

Psychological construct of resilience is defined as a person's ability to successfully adapt to life tasks in the face of socially disadvantageous situation or very unfavourable conditions (Masten, 2001). Academic resilience is one of the dimensions of resilience aimed at students who, despite experiencing difficulties, show a high level of academic achievements. The article presents theoretical findings of the phenomenon of academic resilience, combining them with an overview of empirical research. It also shows the state of knowledge on the practical aspects of strengthening the resilience of students.Keywords: resilience, academic resilience, academic buoyancy, school achievement, socioeconomic status.* Artykuł powstał w ramach przygotowań do pracy doktorskiej "W poszukiwaniu teorii academic resilience, czyli o przezwyciężaniu statusowej determinacji osiągnięć szkolnych". Autor pragnie podziękować promotorowi dr. hab. Romanowi Dolacie, prof. UW oraz promotorowi pomocniczemu dr. Arturowi Pokropkowi za wsparcie i inspirację w badaniu zjawiska resilience w kontekście edukacyjnym.

show abstract

Academic Invulnerability among Mexican American Students: The Importance of Protective Resources and Appraisals

Cited by 56 publications

References 0 publications

An Analysis of the Profile of Resilient Students based on PISA 2012

An Analysis of the Profile of Resilient Students based on PISA 2012

Resiliencia Y Autoconcepto: Su Relación Con El Cansancio Emocional en Adolescentes

Problematyka academic resilience – teoria, badania i praktyczne zastosowanie

Contact Info

Product

Resources

About