Turning around reading achievement: Predictors of high school students' academic resilience.

Abstract

In a national, longitudinal database, factors were examined that enabled public school students on a path toward failure to significantly improve reading achievement by high school graduation. Youths who faced the proximal risk of low achievement during the transition to high school were vulnerable to continued low achievement or failure; yet, a small number improved reading proficiency from failing the basic level to passing the intermediate or advanced levels. Being Caucasian, being female, having an internal locus of control, and taking an academic curriculum in high school independently predicted academic resilience. The role of student socioeconomic status in predicting resilience was explained by psychological and school environment variables. The path between locus of control and resilience was partly mediated by high school curriculum; the path between 8th-grade educational aspirations and resilience was fully mediated by curriculum.

Mediation Effect of Locus of Control on the Causal Relationship between Students’ Perceived Teachers’ Expectancy and Self-Esteem

“…Furthermore, it has been reported that students who are high in internal LoC have better grades and test scores than do students of the same intelligence, who are low in internal LoC (Capell & Weinstein, 2001). Even though Slavin (2006) stated that in reality, students' success could be a product of both external and internal factors (abilities, efforts, task difficulty, teachers' behaviors, etc.…”

Using Parcels to Convert Path Analysis Models Into Latent Variable Models

“…In many of the studies reviewed, the researchers used total scale scores in a path analysis model when they could have used parcels as indicators in a latent variable model (e.g., Cappella & Weinstein, 2001;Chan, Schmitt, DeShon, Clause, & Delbridge, 1997;Gong, Shenkar, Luo, & Nyaw, 2001;Hill & Fischer, 2001;Kahn, 2001;Lee & Liu, 2001;Lopez, 2001;Macan, 1994;Miller & Byrnes, 2001;Pajares & Miller, 1995;Perrone & Worthington, 2001;Portello & Long, 2001;Rioux & Penner, 2001;Rose & Feldman, 1997;Stice & Barrera, 1995;Weisz, Southam-Gerow, & McCarty, 2001;Whittaker & Robitschek, 2001). In all of these studies, no reason was provided for using a measured variable model rather than a latent variable model.…”

Degrees of resilience: profiling psychological resilience and prospective academic achievement in university inductees

“…Resilience has predicted academic attainment in high school students (Capella & Weinsten, 2001;Gonzalez & Padilla, 1997;Martin & Marsh, 2006;Nota, Soresi & Zimmerman, 2004) where the conceptual frameworks of academic resilience and academic buoyancy have been developed to identify factors which may protect against stress (Martin & Marsh, 2008. Personal attributes including relatedness, a sense of mastery and spirituality (Prince-Embury, 2011;Kim & Esquivel, 2011) and support from parents and teachers (Bryan, 2005;Mullis, Rathge & Mullis, 2003;Prince-Embury, 2008) have contributed to resilience being used to underpin mental health services and academic success in school settings (Esquivel, Doll & Oades-Sese, 2011, Doll, Jones, Osborn, Dooley & Turner, 2011.…”