Resilient and Nonresilient Hispanic English Language Learners' Attitudes Toward Their Classroom Learning Environment in Mathematics

Abstract

This study examines resilient and nonresilient characteristics in mathematics among Hispanic students in a major metropolitan city located in the south central region of the United States. The study examined data from semistructure interviews of 118 resilient and nonresilient English language learners (ELLs) in 4th and 5th grade. The interviews focused on a variety of factors including: (a) individual attributes (e.g., students' motivation); (b) school and classroom factors (e.g., satisfaction, involvement, and affiliation); (c) family factors (e.g., parent involvement in academics); and (d) students' use of time (e.g., doing homework). Additional indicators that were examined include help-seeking behaviors and skills that allow students to cope with academic difficulties. Overall, the findings indicate significant differences between resilient and nonresilient students on academic performance and their self-efficacy on perceived mathematical abilities. Significant differences were also found in the home learning environment, indicating that resilient students receive more assistance at home on academic tasks than non-resilient students.

Development of an observation instrument to measure flourishing learning environments

“…More theoretical, conceptual, and empirical work is also needed on how flourishing theory improves the quality of education for all students. It may be important, for example, to examine how the concept of flourishing learning environments relates to the emergent research on (a) academic optimism [35], (b) resilience [25,41], (c) grit and perseverance ( [6]: [34]) and (d) other socio-emotional outcomes [7].…”

El desarrollo de la capacidad de Resiliencia Matemática: La voz de los estudiantes sobre el uso de las TIC en la aula

“…Investigaciones anteriores sugieren la importancia de promover intencionadamente la resiliencia matemática dentro de las aulas para mejorar el rendimiento de los estudiantes (p.e., Johnston-Wilder & Lee, 2010;Yeager & Dweck, 2012); se necesita de esta intencionalidad por parte de todos los estudiantes, pero especialmente por parte de los que presentan mayor angustia y están en riesgo de fracaso académico (Rivera & Waxman, 2011).…”

Developing Mathematical Resilience: Students’ Voice About the Use of ICT in Classroom

“…Previous research suggest the importance of intentionally promote mathematical resilience inside classrooms to enhance students' performance in the subject (e.g., Johnston-Wilder & Lee, 2010;Yeager & Dweck, 2012); this intentionality is needed for all students but especially for those who have deepest distress and are at risk of academic failure (Rivera & Waxman, 2011).…”