Academic resilience in European countries: The role of teachers, families, and student profiles

Abstract

Academic resilience is a student’s ability to achieve academic results significantly higher than would be expected according to their socioeconomic level. In this study, we aimed to identify the characteristics of students, families, and teacher activities which had the greatest impact on academic resilience. The sample comprised 117,539 fourth grade students and 6,222 teachers from 4,324 schools in member states of the European Union that participated in the PIRLS 2016 study. We specified a two-level hierarchical linear model in two phases: in the first level we used the students’ personal and family background variables, in the second level we used the variables related to teaching activity. In the first phase we used the complete model for all countries and regions, in the second phase we produced a model for each country with the highest possible number of statistically significant variables. The results indicated that the students’ personal and family variables that best predicted resilience were the reading self-confidence index, which increased the probability of student resilience by between 62 and 130 percentage points, a feeling of belonging to the school, which increased the chances of being resilient by up to 40 percentage points, and support from the family before starting primary school (Students from Lithuania who had done early literary activities in the family setting were twice as likely to be resilient than those who had not). The teaching-related factors best predicting resilience were keeping order in the classroom, a safe and orderly school environment (increasing chances of resilience by up to 62 percentage points), and teaching focused on comprehension and reflection, which could increase the probability of resilience by up to 61 percentage points.

Academic Self-Concept Dramatically Declines in Secondary School: Personal and Contextual Determinants

“…There is solid evidence indicating that academic self-concept—students’ perceptions of their academic abilities—is associated with variables such as educational results, intelligence, neuropsychological maturity, motivation, creativity, and empathy (e.g., [ 1 , 2 , 3 , 4 , 5 , 6 , 7 , 8 , 9 , 10 , 11 , 12 , 13 , 14 ]). Three models have been developed based on how the relationship between academic self-concept and school performance is understood.…”

Resiliencia académica: la influencia del esfuerzo, las expectativas y el autoconcepto académico

“…Su impacto, además, también viene influenciado por factores personales (Álvarez-Díaz et al, 2021;Enríquez et al, 2018;García-Crespo et al, 2019a;García-Crespo et al, 2019b;Smithers et al, 2018). La resiliencia académica, esto es, la capacidad de sobreponerse a las barreras socioeconómicas para obtener un buen rendimiento académico, es el ejemplo más claro de esta interacción (García-Crespo et al, 2019a;García-Crespo et al, 2019b;García-Crespo et al, 2021). Sin embargo, otros estudios también se han centrado en las características de otros grupos de alumnos: los de rendimiento y nivel socioeconómico bajo (García-Crespo et al, 2019b; Servicio de Evaluación Educativa, 2017) y los de rendimiento y nivel socioeconómico alto (Coleman et al, 1966;Le et al, 2019;Liu & Lu, 2008;Martín-Lagos, 2018;Thomson, 2018;Woitschach et al, 2017).…”

“…Esta idea se ha seguido desarrollando desde mediados del siglo XX hasta la actualidad, en estudios a gran escala (OECD, 2016;Woitschach et al, 2017). Por otra parte, este contexto socioeconómico interactúa con aspectos personales y de carácter educativo (Enríquez et al, 2018;García-Crespo et al, 2019a;García-Crespo et al, 2019b;García-Crespo et al, 2021;Suárez-Álvarez et al, 2014). Es por esto por lo que, en las últimas décadas, el estudio de variables como la resiliencia académica ha cobrado una importancia especial (García-Crespo et al, 2019a;García-Crespo et al, 2019b).…”

Resiliencia docente en las escuelas públicas de Lima Metropolitana – Perú

“…Los innumerables avances científicos y tecnológicos están provocando en las personas un ritmo acelerado de vida ante la exigencia de respuestas inmediatas, realidad que está llevando al estrés y frustración (Chávez y Peralta, 2020;Segovia et al, 2020). Los avances vertiginosos, premura en los tiempos y modificaciones en las estructuras sociales, generan inestabilidad psicológica en muchos profesionales que ven amenazada su salud, en especial de los docentes, lo cual constituye una preocupación para las autoridades de los diferentes países, siendo importante el desarrollo de la resiliencia en estos profesionales de la educación, para que puedan superar las situaciones que se les presentan en su realidad laboral (Li, Gu y He, 2019;Casimiro et al, 2020;García-Crespo, Fernández-Alonso y Muñiz, 2021).…”