Resilience in Socioeconomically Disadvantaged Turkish Adolescents: An Ecological Perspective

Sevil-Gülen, Özden; Demir, Ayhan

doi:10.1177/0044118x20959535

Cited by 6 publications

(2 citation statements)

References 46 publications

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“…Several studies have shown a positive correlation between school belonging and resilience [48,49]. Additionally, research indicates a significant positive direct impact of school belonging on resilience [50]. Schools provide adolescents with an inclusive environment that meets their growing need for belonging, thus facilitating the cultivation of positive coping abilities and resilience in adolescents [51].…”

Section: The Mediating Role Of School Belongingmentioning

confidence: 99%

How Social Support Affects Resilience in Disadvantaged Students: The Chain-Mediating Roles of School Belonging and Emotional Experience

Li,

2024

Behavioral Sciences

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This study aims to utilize data from the Programme for International Student Assessment (PISA), 2018, conducted in four provinces and cities in China, to investigate the impact of social support on the resilience of disadvantaged students. It specifically focuses on the chain-mediated effects of school belonging and emotional experiences. To achieve this, the study selected 2997 disadvantaged students as participants and employed path analysis to examine the mediating effects. The results indicate that teacher support, parental support, school belonging, and positive emotional experiences significantly positively influence the resilience of disadvantaged students, while fear of failure significantly negatively affects resilience. Additionally, teacher and parental support indirectly impact the resilience of disadvantaged students through the chain-mediated effects of school belonging and positive emotional experiences. Similarly, teacher and parental support also influence the resilience of disadvantaged students through the chain-mediated effects of school belonging and fear of failure. To enhance the resilience development of disadvantaged students, it is recommended that teachers and parents provide active attention and support to these students. Simultaneously, there should be increased focus on the psychological well-being of disadvantaged students by strengthening their mental health education.

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Section: The Mediating Role Of School Belongingmentioning

confidence: 99%

How Social Support Affects Resilience in Disadvantaged Students: The Chain-Mediating Roles of School Belonging and Emotional Experience

Li,

2024

Behavioral Sciences

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“…At the individual level, Werner ( 2000 ) found that young adults (17–18 years) were more likely to be successful in overcoming adverse situations if they had a strong internal locus of control and were well-liked by their friends and family. Linked to this is self-esteem, which can produce a more positive perception of the social support available and thus increase resilience (Sevil-Gülen & Demir, 2021 ). In addition, Hemson ( 2019 ) identified that those students succeeding were problem solvers, who found ways to continue their studies, despite financial problems and a lack of quality education.…”

Section: Theoretical Framework: the Concept Of Resiliencementioning

confidence: 99%

Resilience: Myanmar students’ experiences of overcoming eLearning challenges during COVID 19 and political instability

Gomersall¹,

Floyd

2022

Asia Pacific Educ. Rev.

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In 2020, COVID-19 forced global education online. Especially in developing countries, this change presented a challenge for those with limited access to devices and reliable electricity and Internet. Whilst some students struggled to adapt, others thrived with eLearning. This paper explores the experiences of one group of students who succeeded in overcoming not only the restrictions of COVID-19, but also significant political instability. The group has a mix of 1st year and 2nd year students in a pre-university program. The 2nd-year students in particular are noteworthy as despite the adversity faced, they have now successfully transitioned to university studies. Drawing on Bronfenbrenner’s (The ecology of human development: experiments by nature and design, Harvard University Press, Cambridge, 1979) socio-ecological framework, the data from twelve semi-structured interviews was analysed and inductively coded. The findings outline how personal goal orientation, coping mechanisms acquired in previous adverse situations, and a desire to serve their communities combine with external influences from families and communities and basic need fulfilment to enable the students to persevere and thrive. The implication is that as students draw on previous experiences, these five core concepts should be incorporated into general education to build the students’ capacity for resilience.

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Truancy: The relevance of resilience-related internal assets, student engagement and perception of school success in youth living with parents and in residential care

Santos

Simões

Cefai

et al. 2023

Child Abuse & Neglect

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Resilience in Socioeconomically Disadvantaged Turkish Adolescents: An Ecological Perspective

Cited by 6 publications

References 46 publications

How Social Support Affects Resilience in Disadvantaged Students: The Chain-Mediating Roles of School Belonging and Emotional Experience

How Social Support Affects Resilience in Disadvantaged Students: The Chain-Mediating Roles of School Belonging and Emotional Experience

Resilience: Myanmar students’ experiences of overcoming eLearning challenges during COVID 19 and political instability

Truancy: The relevance of resilience-related internal assets, student engagement and perception of school success in youth living with parents and in residential care

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