<i>Resilience</i>
            in mathematics education research: a systematic review of empirical studies

Xenofontos, Constantinos; Mouroutsou, Stella

doi:10.1080/00313831.2022.2115132

Cited by 4 publications

(1 citation statement)

References 106 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In spite of this agenda, our study also stresses the sources and functions of protective factors identified in East Asia. Second, several reviews only focused on a specific dimension of academic outcomes (e.g., Xenofontos & Mouroutsou, 2022) or a certain type of research design (e.g., Cosco et al, 2016). While our study utilized cross‐sectionally and longitudinally LSA research to identify a comprehensive domain of academic resilience.…”

Section: Introductionmentioning

confidence: 99%

A systematic review of academic resilience in East Asia: Evidence from the large‐scale assessment research

Zheng,

Cheung,

Sit

2023

Psychology in the Schools

View full text Add to dashboard Cite

Although academic resilience is of great concern to contemporary educational practitioners, there is no consensus on its measurement. Furthermore, protective factors characterized by East Asian societal contexts remain ambiguous. This systematic review aims to offer an overview of the operational definitions, statistical methodology, and protective factors of academic resilience identified in East Asian countries/economies. With a focus on large‐scale assessment (LSA) research, three databases (i.e., Web of Science, CNKI, and AiritiLibary) were searched and returned 31 peer‐reviewed studies over the last decade. Results indicated that the definition‐driven method was commonly adopted in international LSA studies (e.g., Programme for the International Student Assessment) to measure academic resilience, and the research conducted in national/regional LSA (e.g., China Education Panel Survey) tended to use the process‐driven approach. Logistic regression was the most frequently data analysis technique utilized in the definition‐driven approach, while structural equation modeling and mediation/moderation analyses accounted for the largest proportion of the process‐driven methods. Our study shed light on the methodological issues of academic resilience in LSA. Additionally, it highlights the aspiration of educational researchers to identify Asian‐specific protective factors from the social‐ecological perspective to propose appropriate interventions fostering academic resilience.

show abstract

Section: Introductionmentioning

confidence: 99%

A systematic review of academic resilience in East Asia: Evidence from the large‐scale assessment research

Zheng,

Cheung,

Sit

2023

Psychology in the Schools

View full text Add to dashboard Cite

show abstract

A machine‐learning model of academic resilience in the times of the COVID‐19 pandemic: Evidence drawn from 79 countries/economies in the PISA 2022 mathematics study

Cheung,

Sit,

Zheng

et al. 2024

Brit J of Edu Psychol

View full text Add to dashboard Cite

BackgroundGiven that students from socio‐economically disadvantaged family backgrounds are more likely to suffer from low academic performance, there is an interest in identifying features of academic resilience, which may mitigate the relationship between disadvantaged socio‐economic status and academic performance.AimsThis study sought to combine machine learning and explainable artificial intelligence (XAI) technique to identify key features of academic resilience in mathematics learning during COVID‐19.Materials and MethodsBased on PISA 2022 data in 79 countries/economies, the random forest model coupled with Shapley additive explanations (SHAP) value technique not only uncovered the key features of academic resilience but also examined the contributions of each key feature.ResultsFindings indicated that 35 features were identified in the classification of academically resilient and non‐academically resilient students, which largely validated the previous academic resilient framework. Notably, gender differences were shown in the distribution of some key features. Research findings also indicated that resilient students tended to have a stable emotional state, high levels of self‐efficacy, low levels of truancy and positive future aspirations.DiscussionThis study has established a research paradigm essentially methodological in nature to bridge the gap between psychological theories and big data in the field of educational psychology.ConclusionTo sum up, our study shed light on the issues of education equity and quality from a global perspective in the times of the COVID‐19 pandemic.

show abstract

Mathematical representation ability: A systematic literature review

Lutfi

Juandi

2023

Union J. Ilm. Pendidik. Mat.

View full text Add to dashboard Cite

One of the psychological aspects of students that encourage students' mathematical representation ability is self-confidence. The mathematical representation ability of each student is not the same, because of the student's ability to receive and process the information that the teacher has given during the lesson. Thus, the cognitive style also affects the ability of mathematical representation. This article is a systematic literature review (SLR) of 25 studies published until November 2022 with the help of the Publish or Perish (PoP) application with the Google Scholar database. This article aims to investigate: (a) the characteristics of the period, index, research approach, subject matter, and demographics of the participants in the identified articles, (b) learning methods that can improve students' mathematical representation and self-confidence abilities, and (c) the most frequently used cognitive style type. The results of research with SLR show that the Problem-Based Learning (PBL) learning model is effective and able to develop students' mathematical representation skills, and student self-confidence. Mathematical representation ability studies based on cognitive style mostly use Field Dependent (FD) and Field Independent (FI) types, and rarely use spatial and visualizer-verbalizer types. The results of this SLR can be useful for other researchers who are interested in researching this topic in the form of research gaps that can be done for the next research.

show abstract

Resilience in mathematics education research: a systematic review of empirical studies

Cited by 4 publications

References 106 publications

A systematic review of academic resilience in East Asia: Evidence from the large‐scale assessment research

A systematic review of academic resilience in East Asia: Evidence from the large‐scale assessment research

A machine‐learning model of academic resilience in the times of the COVID‐19 pandemic: Evidence drawn from 79 countries/economies in the PISA 2022 mathematics study

Mathematical representation ability: A systematic literature review

Contact Info

Product

Resources

About