Improved Resilience and Academics Following A School-based Resilience Intervention: A Randomized Controlled Trial

Rich, Brendan A.; Shiffrin, Nina S.; Senior, Christopher J.; Zarger, Melissa M.; Cummings, Colleen M.; Collado, Anahí; Alvord, Mary K.

doi:10.1080/23794925.2022.2025630

Cited by 8 publications

(4 citation statements)

References 52 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Once confronted with the teacher, they participate with great confidence with the teacher’s questions, and students are not only encouraged by the teacher but also get better grades in the same subject ( Shakarami et al, 2017 ; Nazaripour and Laei, 2020 ; Aliyev et al, 2021 ). Flipped teaching greatly influences students’ future and problem-oriented orientation because future orientation is associated with positive outcomes that guide the person in the right direction to achieve predetermined goals and prevent deviation ( Kavyani et al, 2015 ; Azimi and Bahmani, 2017 ; Rich et al, 2022 ). Problem-based learning, on the other hand, is a student-centered teaching technique in which students learn science by gaining experience and working together on a subject, while traditional teaching methods are school-based and in which learners are not allowed to think as a necessary thing in learning ( Bahmani et al, 2017 ; Sahebyar et al, 2019 ; Melissa, 2020 ).…”

Section: Discussionmentioning

confidence: 99%

“…Academic resilience means that students achieve good educational outcomes despite adverse conditions and challenges by changing existing behaviors or creating new behaviors, such as discipline, practice, or planning ( Shakarami et al, 2017 ; Aliyev et al, 2021 ; Rich et al, 2022 ). Researchers argue that flipped teaching with all these benefits in the classroom can significantly affect students’ academic resilience because the effectiveness of flipped teaching in the school on students’ academic resilience is not apparent.…”

Section: Review Of Literaturementioning

confidence: 99%

See 1 more Smart Citation

The impact of flipped teaching on EFL students’ academic resilience, self-directed learning, and learners’ autonomy

Izadpanah

2022

Front. Psychol.

View full text Add to dashboard Cite

IntroductionThis study attempted to investigate the impact of flipped teaching (FT) on EFL (English Foreign Language) students’ academic resilience (AR), self-directed learning (SDL), and learners’ autonomy (LA).MethodTo do this, the researcher selected 354 participants by the two-stage cluster sampling method. This research was quasi-experimental based on the pretest, and post-test, with experimental and control groups. Three questionnaires were administered to collect data. The questionnaires were analyzed using SPSS 24 software and inferred analysis of covariance (ANCOVA).ResultsThe covariance study showed that FT significantly affected AR, SDL, and LA in learning with the help of the pre-test covariate variable (p<00.5). Also, the mean scores of students in the pre-test and post-test in the experimental group were significantly different. The mean scores of EFL students’ AR, SDL, and LA were higher through FT. It is suggested that school principals provide the ground for teachers’ participation in workshops on new teaching strategies so that teachers can benefit from new teaching approaches, including FT in the classroom.DiscussionThe study results showed that the mean AR of students in the experimental group’s post-test compared to the pre-test in both groups has significantly increased. The research findings indicate a positive effect of the flipped class on the levels of SDL. Based on the results, the flipped lesson class approach significantly affected the LA of English language learners as a foreign language. The findings of this study confirm previous relevant studies on the impact of flipped course classes on the LA of English language learners as a foreign language.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Review Of Literaturementioning

confidence: 99%

The impact of flipped teaching on EFL students’ academic resilience, self-directed learning, and learners’ autonomy

Izadpanah

2022

Front. Psychol.

View full text Add to dashboard Cite

show abstract

“…The RBP is a manualized group therapy for youth with psychosocial impairments that uses cognitive-behavioral techniques to improve social competence and resilience in children (Alvord et al, 2011). The RBP was initially developed for use in private practice and later expanded administration into several elementary and middle schools (Rich et al, 2022). The manual includes more than 30 resilience-based topics, from which 12 were identified as being most pertinent to the school setting.…”

Section: Methodsmentioning

confidence: 99%

Interpretation of Informant Discrepancy in School-Based Psychological Assessment of Internalizing and Externalizing Symptoms

Genachowski

Starin

Cummings

et al. 2022

Journal of Emotional and Behavioral Disorders

Self Cite

View full text Add to dashboard Cite

Multi-informant report of student emotional and behavioral problems determines eligibility for school-based services; however, multiple informants often yield inconsistent reports of child concerns. Informant discrepancies are thought to reflect either measurement error or meaningful differences (e.g., situational variation). It is important to understand the source of inconsistencies because informant discrepancy may influence treatment outcome. The current study assessed whether informant discrepancies of internalizing and externalizing symptoms reflect meaningful differences between informants. Parents, teachers, and children ( N = 169; M age = 10.32; 65.1% Black, 30.8% Latino/Hispanic; 66.9% Male) completed the Behavior Assessment System for Children, 2nd Edition (BASC-2). The Operations Triad Model (OTM) guided the data analysis plan to identify the source of informant discrepancy. We predicted that informant discrepancy would reflect meaningful differences, as opposed to measurement error. Parent–teacher reports of hyperactivity, aggression, and anxiety, as well as teacher–child reports of anxiety and hyperactivity, supported the notion that informant discrepancies of internalizing and externalizing symptoms reflected meaningful differences. Implications of these discrepancies for interpretation of results in school-based assessment of emotional and behavioral disorders are discussed.

show abstract

“…Positive Emotions was associated with decreases in depression (Arora & Sharma, 2018;Carter et al, 2018;Foka et al, 2021;Schonert-Reichl et al, 2015;Shoshani et al, 2016), interventions that involved Relationships saw improved mental health (Beaumont et al, 2019;Feinberg et al, 2013;Goodkind et al, 2012;Healy & Sanders, 2018;Kiviruusu et al, 2016;Ohl et al, 2013;Powell & Thompson, 2016), Meaning was able to explain variance in mental health scores (Armstrong et al, 2019) and Achievement was connected with decreased depression in one intervention (Schonert-Reichl et al, 2015). Hope, creativity, leadership, spirituality and forgiveness were all involved in different interventions that had positive impact on anxiety and depression or internalising and externalising symptoms (Hui & Chau, 2009;Moula et al, 2022;Pandya, 2018;Rich et al, 2022;Rousseau et al, 2005;Shoshani et al, 2016).…”

Section: Interventionsmentioning

confidence: 99%

Relationship between PERMA and children’s wellbeing, resilience and mental health: A scoping review

Turner¹,

Roberts²,

Proeve³

et al. 2023

Intnl. J. Wellbeing

View full text Add to dashboard Cite

The PERMA (Positive Emotion, Engagement, Relationship, Meaning, Achievement) model can be used to describe the factors that contribute to wellbeing. As many children face mental health challenges worldwide, strategies to increase wellbeing and resilience have become increasingly desirable. The aim of this scoping review was to establish what is known from the literature about the relationship between the components of PERMA, including character strengths, and primary school-aged children’s mental health, resilience and wellbeing. Four databases were systematically searched, and 20,128 articles were identified, 190 of which were included in the review. The relationships were typically in the expected directions, with PERMA aspects associated with greater wellbeing and resilience, and fewer symptoms of mental illness. There are notable gaps in the existing literature, particularly in the Engagement and Meaning facets of PERMA. Overall, it appears that the components of PERMA do have a positive impact on children and can be considered as an approach for protecting children against mental ill-health.

show abstract

Improved Resilience and Academics Following A School-based Resilience Intervention: A Randomized Controlled Trial

Cited by 8 publications

References 52 publications

The impact of flipped teaching on EFL students’ academic resilience, self-directed learning, and learners’ autonomy

The impact of flipped teaching on EFL students’ academic resilience, self-directed learning, and learners’ autonomy

Interpretation of Informant Discrepancy in School-Based Psychological Assessment of Internalizing and Externalizing Symptoms

Relationship between PERMA and children’s wellbeing, resilience and mental health: A scoping review

Contact Info

Product

Resources

About