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Investigation of the Individual Characteristics that Predict Academic Resilience

Yıl 2022, Cilt: 9 Sayı: 3, 543 - 556, 20.09.2022
https://doi.org/10.33200/ijcer.1076091

Öz

The percentage of students who have lower academic achievement than their peers due to their socio-economical disadvantages is globally accepted as an indicator of inequality. Some students, despite their disadvantages, are as successful as their advantaged peers. The family and individual characteristics, as well as academic experiences, of these students, who are referred to as academically resilient, provide useful information to the institutions that work to increase the academic success levels of other disadvantaged students. Accordingly, this study aims to determine the individual characteristics of academically resilient students with a focus on the PISA Turkey results. In line with the OECD criteria, an equal number of academically resilient (N = 214) and academically disadvantaged students participated in the study. Students who’s economic, social, and cultural index values are amongst the bottom 25% were considered to be disadvantaged, and those who performed level 3 and above in reading proficiency were regarded to be successful. Eighteen individual characteristics measured within the scope of PISA research were included in the study as independent variables. Binary logistic regression analysis was used in the analysis of the data. The regression model created in line with the findings was found to predict 67 percent of the variance in academic resilience and make an accurate classification of 85 percent. The predictors of academic resilience, in order of their power, are grade repetition, use of metacognitive learning strategies (understanding, summarizing, evaluating credibility), reading for enjoyment, attitude towards academic competition, self-efficacy, and the desired occupation.

Kaynakça

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  • Aydiner, A., & Kalender, I. (2015). Student segments based on the factors related to sense of belonging across disadvantaged and resilient groups in PISA 2012. Procedia - Social and Behavioral Sciences, 174, 3299–3305. https://doi.org/10.1016/j.sbspro.2015.01.997.
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  • Borman, G. D., & Overman, L. T. (2004). Academic resilience in mathematics among poor and minority students. The Elementary School Journal, 104(3), 177-195.
  • Borman, G. D., & Rachuba, L. T. (2001). Academic success among poor and minority students: An analysis of competing models of school effects. Retrieved from ERIC database. (ED451281) https://doi.org/10.1086/499748
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  • Caprara, G. V., Vecchione, M., Alessandri, G., Gerbino, M., & Barbaranelli, C. (2011). The contribution of personality traits and self‐efficacy beliefs to academic achievement: A longitudinal study. British Journal of Educational Psychology, 81(1), 78-96. https://doi.org/10.1348/2044-8279.002004
  • Cassidy, S. (2016). The Academic Resilience Scale (ARS-30): A new multidimensional construct measure. Frontiers in psychology, 7, 1787. https://doi.org/10.3389/fpsyg.2016.01787
  • Chattu, V. K., Sahu, P. K., Seedial, N., Seecharan, G., Seepersad, A., Seunarine, M., ... & Singh, A. (2020). Subjective well-being and its relation to academic performance among students in medicine, dentistry, and other health professions. Education Sciences, 10(9), 224. https://doi.org/10.3390/educsci10090224
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  • Cheung, K. C., Sit, P. S., Soh, K. C., Ieong, M. K., & Mak, S. K. (2014). Predicting academic resilience with Reading engagement and demographic variables: Comparing Shanghai, Hong Kong, Korea, and Singapore from the PISA perspective. The Asia-Pacific Education Researcher, 23(4), 895–909. https://doi.org/10.1007/s40299-013-0143-4.
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  • Erberer, E., Stephens, M., Mamedova, S., Ferguson, S., & Kroeger, T. (2015). Socioeconomically disadvantaged students who are academically successful: Examining academic resilience cross-nationally. IEA Policy Brief series, 5. Retrieved from http://pub.iea.nl/fileadmin/user_upload/Policy_Briefs/IEA_Policy_Brief_Dec2013.pdf
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Yıl 2022, Cilt: 9 Sayı: 3, 543 - 556, 20.09.2022
https://doi.org/10.33200/ijcer.1076091

Öz

Kaynakça

  • Agasisti, T., & Longobardi, S. (2014). Inequality in education: Can Italian disadvantaged students close the gap? Journal of Behavioral and Experimental Economics, 52(C), 8–20. https://doi.org/10.1016/j. socec.2014.05.002.
  • Agasisti, T., & Longobardi, S. (2017). Equality of educational opportunities, schools’ characteristics and resilient students: An empirical study of EU-15 countries using OECD-PISA 2009 data. An International and Interdisciplinary Journal for Quality-of-Life Measurement, 134(3), 917–953. https://doi.org/10.1007/s11205-016-1464-5.
  • Agasisti, T., Avvisati, F., Borgonovi, F., & Longobardi, S. (2018). Academic resilience: What schools and countries do to help advantaged students succeed in PISA. OECD Education Working Papers, 167. https://doi.org/10.1787/e22490ac-en.
  • Anagnostaki, L., Pavlopoulos, V., Obradović, J., Masten, A., & Motti-Stefanidi, F. (2016). Academic resilience of immigrant youth in Greek schools: Personal and family resources. European Journal of Developmental Psychology, 13(3), 377-393. https://doi.org/10.1080/17405629.2016.1168738
  • Aydiner, A., & Kalender, I. (2015). Student segments based on the factors related to sense of belonging across disadvantaged and resilient groups in PISA 2012. Procedia - Social and Behavioral Sciences, 174, 3299–3305. https://doi.org/10.1016/j.sbspro.2015.01.997.
  • Bandura A. (1987) Self Efficacy. San Francisco, Calif: W.H. Freeman;
  • Bandura, A. (2010). Self-efficacy. The Corsini encyclopedia of psychology. John Wiley & Sons, Inc. doi, 10(9780470479216), 1-3. https://doi.org/10.1002/9780470479216.corpsy0836
  • Bastug, M. (2014). The structural relationship of reading attitude, reading comprehension and academic achievement. International Journal of Social Sciences and Education, 4(4), 931-946.
  • Borman, G. D., & Overman, L. T. (2004). Academic resilience in mathematics among poor and minority students. The Elementary School Journal, 104(3), 177-195.
  • Borman, G. D., & Rachuba, L. T. (2001). Academic success among poor and minority students: An analysis of competing models of school effects. Retrieved from ERIC database. (ED451281) https://doi.org/10.1086/499748
  • Broer, M., Bai, Y., & Fonseca, F. (2019). Methodology: Constructing a Socioeconomic Index for TIMSS Trend Analyses. In Socioeconomic Inequality and Educational Outcomes (pp. 19-34). Springer, Cham. https://doi.org/10.1007/978-3-030-11991-1_3
  • Canas, J. J., Fajardo, I., & Salmeron, L. (2006). Cognitive flexibility. International encyclopedia of ergonomics and human factors, 1, 297-301.
  • Caprara, G. V., Vecchione, M., Alessandri, G., Gerbino, M., & Barbaranelli, C. (2011). The contribution of personality traits and self‐efficacy beliefs to academic achievement: A longitudinal study. British Journal of Educational Psychology, 81(1), 78-96. https://doi.org/10.1348/2044-8279.002004
  • Cassidy, S. (2016). The Academic Resilience Scale (ARS-30): A new multidimensional construct measure. Frontiers in psychology, 7, 1787. https://doi.org/10.3389/fpsyg.2016.01787
  • Chattu, V. K., Sahu, P. K., Seedial, N., Seecharan, G., Seepersad, A., Seunarine, M., ... & Singh, A. (2020). Subjective well-being and its relation to academic performance among students in medicine, dentistry, and other health professions. Education Sciences, 10(9), 224. https://doi.org/10.3390/educsci10090224
  • Cheung, K. C. (2017). The effects of resilience in learning variables on mathematical literacy performance: A study of learning characteristics of the academic resilient and advantaged low achievers in Shanghai, Singapore, Hong Kong, Taiwan and Korea. Educational Psychology, 37(8), 965–982. https://doi.org/10.1080/01443410.2016.1194372.
  • Cheung, K. C., Sit, P. S., Soh, K. C., Ieong, M. K., & Mak, S. K. (2014). Predicting academic resilience with Reading engagement and demographic variables: Comparing Shanghai, Hong Kong, Korea, and Singapore from the PISA perspective. The Asia-Pacific Education Researcher, 23(4), 895–909. https://doi.org/10.1007/s40299-013-0143-4.
  • Chung, H. F. (2008). Resiliency and character strengths among college students.ProQuest. (Unpublished doctoral dissertation). The University of Arizona, Tucson.
  • Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.
  • Diener, E., & Ryan, K. (2009). Subjective well-being: A general overview. South African journal of psychology, 39(4), 391-406. https://doi.org/10.1177/008124630903900402
  • Erberer, E., Stephens, M., Mamedova, S., Ferguson, S., & Kroeger, T. (2015). Socioeconomically disadvantaged students who are academically successful: Examining academic resilience cross-nationally. IEA Policy Brief series, 5. Retrieved from http://pub.iea.nl/fileadmin/user_upload/Policy_Briefs/IEA_Policy_Brief_Dec2013.pdf
  • Eva, N., Parameitha, D. D., Farah, F. A. M., & Nurfitriana, F. (2020). Academic resilience and subjective well-being amongst college students using online learning during the COVID-19 pandemic. KnE Social Sciences, 202-214. https://doi.org/10.18502/kss.v4i15.8206
  • Fakeye, D. O. (2010). Students‘ personal variables as correlates of academic achievement in English as a second language in Nigeria. Journal of Social Science, 22(3): 205-211. https://doi.org/10.1080/09718923.2010.11892803
  • Fletcher, D., & Sarkar, M. (2013). Psychological resilience. European psychologist. https://doi.org/10.1027/1016-9040/a000124
  • Freeman, J. G., Stoch, S. A., Chan, J. S., & Hutchinson, N. L. (2004). Academic resilience: A retrospective study of adults with learning difficulties. Alberta journal of educational research, 50(1).
  • Frempong, G., Visser, M., Feza, N., Winnaar, L., & Nuamah, S. (2016). Resilient learners in schools serving poor communities. Electronic Journal of Research in Educational Psychology, 14(2), 352-367. https://doi. org/10.14204/ejrep.39.15038.
  • Gafoor, K. A., & Kottalil, N. K. (2011). Within Child Factors Fostering Academic Resilience: A Research Review. Online Submission, 2(2), 104-117.
  • Gamazo, A., & Martínez-Abad, F. (2020). An exploration of factors linked to academic performance in PISA 2018 through data mining techniques. Frontiers in Psychology, 11, 3365. https://doi.org/10.3389/fpsyg.2020.575167
  • García-Crespo, F. J., Fernández-Alonso, R., & Muñiz, J. (2021). Academic resilience in European countries: The role of teachers, families, and student profiles. Plos one, 16(7), e0253409. https://doi.org/10.1371/journal.pone.0253409
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  • Kasap, Y., Doğan, N., & Koçak, C. (2021) PISA 2018’de Okuduğunu Anlama Başarısını Yordayan Değişkenlerin Veri Madenciliği İle Belirlenmesi. Manisa Celal Bayar Üniversitesi Sosyal Bilimler Dergisi, 19(4), 241-258. https://doi.org/10.18026/cbayarsos.959609
  • Kpolovie, P. J., Joe, A. I., & Okoto, T. (2014). Academic achievement prediction: Role of interest in learning and attitude towards school. International Journal of Humanities Social Sciences and Education (IJHSSE), 1(11), 73-100.
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  • Kush, J. C., Watkins, M. W., & Brookhart, S. M. (2005). The temporal-interactive influence of reading achievement and reading attitude. Educational Research and Evaluation, 11(1), 29-44. https://doi.org/10.1080/13803610500110141
  • Lutha, S. S., & Cicchetti, D. (2000). The construct of resilience: implications for interventions and social policies. Development and psychopathology, 12(4), 857–885. https://doi.org/10.1017/s0954579400004156
  • Martin, A. (2002). Motivation and academic resilience: Developing a model for student enhancement. Australian journal of education, 46(1), 34-49. https://doi.org/10.1177/000494410204600104
  • Martin, A. J. (2013). Academic buoyancy and academic resilience: Exploring ‘everyday’and ‘classic’resilience in the face of academic adversity. School Psychology International, 34(5), 488-500. https://doi.org/10.1177/0143034312472759
  • Martin, A. J., & Marsh, H. W. (2006). Academic resilience and its psychological and educational correlates: A construct validity approach. Psychology in the Schools, 43(3), 267-281. https://doi.org/10.1002/pits.20149
  • Martin, A. J., & Marsh, H. W. (2008). Academic buoyancy: Towards an understanding of students' everyday academic resilience. Journal of school psychology, 46(1), 53-83. https://doi.org/10.1016/j.jsp.2007.01.002
  • MEB, (2018). Social studies course curriculum. Retrived from https://mufredat.meb.gov.tr/ProgramDetay.aspx?PID=354
  • Moè, A., Pazzaglia, F., Tressoldi, P., & Toso, C. (2009). Attitude towards school, motivation, emotions and academic achievement. Educational psychology: Cognition and learning, individual differences and motivation, 259-273.
  • Morsunbul, Ü., & Yazar, B. (2021). The relationship of academic resilience with dimensions of ıdentity and school attachment: a study on middle school students. Başkent University Journal of Education, 8(1), 1-10.
  • Nickerson, C., Diener, E. D., & Schwarz, N. (2011). Positive affect and college success. Journal of Happiness Studies, 12(4), 717-746. https://doi.org/10.1007/s10902-010-9224-8
  • Niemi, H. (2021). Equity and quality as aims of education: Teachers’ role in educational ecosystems. In Good Teachers for Tomorrow's Schools (pp. 19-36). Brill. https://doi.org/10.1163/9789004465008_002
  • Nsiah, H. (2017). Fear of failure and the academic performance of students from low-income families. International Journal of Education and Social Science, 4(10), 19-26.
  • Kısa, N., Uysal, F., & Kavak, Y. (2020). Student-centered learning dimension of the bologna process: ıts reflections in education faculty curricula. Journal of Higher Education 10(1), 85-95. https://doi.org/10.2399/yod.19.014
  • OECD (2014). What is metacognition?, in Critical Maths for Innovative Societies: The Role of Metacognitive Pedagogies, OECD Publishing, Paris, https://doi.org/10.1787/9789264223561-6-en.
  • OECD, (2014). Are disadvantaged students more likelyto repeat grades? Retrieved from https://www.oecd.org/pisa/pisaproducts/pisainfocus/pisa-in-focus-n43-(eng)-final.pdf
  • OECD, (2018b). PISA 2018 technical report. Retrieved from https://www.oecd.org/pisa/data/pisa2018technicalreport/
  • OECD. (2005). PISA 2003: Technical report. Retrieved http://www.pisa.oecd.org/dataoecd/49/60/35188570.pdf, from OECD. https://doi.org/10.1787/9789264010543-en
  • OECD. (2010). PISA 2009 results: Overcoming social background equity in learning opportunities andoutcomes (volume II). Paris: OECD Publishing.
  • OECD. (2011). Against the odds: Disadvantaged students who succeed in school. Paris: OECD Publishing.
  • OECD. (2017). PISA 2015 technical report. Retrieved from https://www.oecd.org/pisa/sitedocument/PISA-2015-technical-report-final.pdf.
  • OECD. (2018a). Equity in education: Breaking down barriers to social mobility. Paris: PISA, OECD Publishing. https://doi.org/10.1787/9789264073234-en
  • Perez, W., Espinoza, R., Ramos, K., Coronado, H. M., & Cortes, R. (2009). Academic resilience among undocumented Latino students. Hispanic Journal of Behavioral Sciences, 31(2), 149-181. https://doi.org/10.1177/0739986309333020
  • Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In Handbook of self-regulation (pp. 451-502). Academic Press. https://doi.org/10.1016/B978-012109890-2/50043-3
  • Rachmawati, I., Setyosari, P., Handarini, D. M., & Hambali, I. M. (2021). Do social support and self-efficacy correlate with academic resilience among adolescence?. International Journal of Learning and Change, 13(1), 49-62. https://doi.org/10.1504/IJLC.2021.111664
  • Rashidzade, A., & Hashemi, T. (2019). Interactive Effectiveness Of Training Selfregulated-Metacognitive Strategies And Academic Self-Concept On Academic Resilience And Positive Emotions. Social Cognition, 8(1), 141-164.
  • Ryan, R. M., & Deci, E. L. (2001). On happiness and human potentials: A review of research on hedonic and eudaimonic well-being. Annual review of psychology, 52(1), 141-166. https://doi.org/10.1146/annurev.psych.52.1.141
  • Salvo-Garrido, S., Vargas, H. M., Urra, O. V., Gálvez-Nieto, J. L., & Miranda-Zapata, E. (2019). Students with socioeconomic disadvantages who have academic success in language: Examining academic resilience in South America. https://doi.org/10.20944/preprints201912.0043.v1
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  • World Bank. (2018). World development report 2018: Learning to realize education’s promise. Retrived from https://www.worldbank.org/en/publication/wdr2018 https://doi.org/10.1596/978-1-4648-1096-1
  • Yavuz, H. Ç. (2015). Investıgatıon of the factors affectıng economıcally dısadvanteged senıor hıgh schoool students’ academıc resılıence (Master's thesis, Ankara University).
  • Yavuz, H., & Kutlu, Ö. (2016). Investigation of the factors affecting the academic resilience of economically disadvantaged high school students. Education And Science, 41(186). https://doi.org/10.15390/EB.2016.5497
  • Young, A., & Fry, J. D. (2008). Metacognitive awareness and academic achievement in college students. Journal of the Scholarship of Teaching and Learning, 8(2), 1-10.
  • Yusuf, M. (2011). The impact of self-efficacy, achievement motivation, and self-regulated learning strategies on students’ academic achievement. Procedia-Social and Behavioral Sciences, 15, 2623-2626. https://doi.org/10.1016/j.sbspro.2011.04.158
  • Yüce, A. (2019). Percıeved socıal support and self effıcacy as predıctors of academıc resılıence ın adolescence . [Master's thesis, Akdeniz University].
  • Zimmerman, B. J., & Kitsantas, A. (1997). Developmental phases in self-regulation: Shifting from process goals to outcome goals. Journal of educational psychology, 89(1), 29. https://doi.org/10.1037/0022-0663.89.1.29
Toplam 84 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Articles
Yazarlar

Süleyman Avcı 0000-0003-3185-3914

Yayımlanma Tarihi 20 Eylül 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 9 Sayı: 3

Kaynak Göster

APA Avcı, S. (2022). Investigation of the Individual Characteristics that Predict Academic Resilience. International Journal of Contemporary Educational Research, 9(3), 543-556. https://doi.org/10.33200/ijcer.1076091

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