Measuring academic resilience in quantitative research: A systematic review of the literature

Rudd, Georgia; Meissel, Kane; Meyer, Frauke

doi:10.1016/j.edurev.2021.100402

Cited by 78 publications

(55 citation statements)

References 63 publications

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“…Previous studies' results support the conclusion reached in our study. In addition, academic resilience has an empowering effect that leads to more highly developed coping skills both in one's normal and educational life (Kapıkıran, 2020; Kennedy & Bennett, 2006;Meneghel et al, 2019;Rudd et al, 2021).…”

Section: Resultsmentioning

confidence: 99%

Ergenlerde Akademik Dayanıklılık ve Okul Tükenmişliğiyle Başa Çıkma Becerisi Arasındaki İlişkinin İncelenmesi

Gündoğan

2022

Gençlik Araştırmaları Dergisi

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Okul tükenmişliği konusu son yıllarda mesleki tükenmişliğin eğitim yaşamına devam eden öğrencilerde görülen şekli olarak araştırma konusu yapılmıştır. Okul tükenmişliği eğitim süreci devam eden her öğrencide belli dönemlerde görülen ve birtakım olumsuzluklara yol açan bir durumdur. Alanyazındaki çalışmalarda genel olarak okul tükenmişliği konusuna odaklanıldığı görülürken, okul tükenmişliğiyle başa çıkma becerisi konusunun sınırlı kaldığı dikkat çekmektedir. Bu bağlamda bu çalışmada ergenlerin okul tükenmişliğiyle başa çıkma becerisi ile akademik dayanıklılıkları arsındaki ilişki ele alınmıştır. Çalışmanın katılımcı grubu lise eğitimine devam eden yaşları 13 ile 18 arasında olan 272 (%65) kız ve 146 (%35) erkek olmak üzere toplam 418 ergen bireyden oluşmaktadır. Çalışmanın verileri okul tükenmişliğiyle başa çıkma becerisi ölçeği ve akademik dayanıklılık ölçeği ile toplanmıştır. Verilerin analizinde korelasyon ve regresyon analizi kullanılmıştır. Korelasyon analizi sonucunda akademik dayanıklılık ve okul tükenmişliğiyle başa çıkma becerisinin üç alt boyutu arasında anlamlı ilişkiler bulunmuştur. Regresyon analizi sonucundaysa akademik dayanıklılığın okul tükenmişliğiyle başa çıkma becerisinin üç alt boyutunun da anlamlı bir yordayıcısı olduğu sonucuna ulaşılmıştır. Çalışmada ulaşılan bulgular alanyazın doğrultusunda tartışılmış, araştırmacılar ve uygulayıcılar için önerilerde bulunulmuştur.

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Section: Resultsmentioning

confidence: 99%

Ergenlerde Akademik Dayanıklılık ve Okul Tükenmişliğiyle Başa Çıkma Becerisi Arasındaki İlişkinin İncelenmesi

Gündoğan

2022

Gençlik Araştırmaları Dergisi

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“…It provides an overview in the analysis and measurement of the quantitative research design on the professional development system theory and skills for teachers. It focuses on the operation and process of the study, (Rudd, Meissel, & Meyer, 2021).…”

Section: Methodsmentioning

confidence: 99%

Professional Development System Theory for Quality Education

Mallillin

Laurel

2022

EJES

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The study aims to identify the contribution of the professional development system theory and skills for teachers in the approach of quality education in the area of acquiring knowledge theory skills, standard requirement theory skills, observed model theory skills, implementation theory skills, and effectiveness theory skills, and reflection theory skills. The study employs the descriptive quantitative research method and designs since it identifies the various approaches to the professional development system theory and skills. The convenience sampling method is utilized in the gathering of the population and sampling size of the study. It is the most popular method in the current study where it influences the trustworthiness of the number of sizes in the study to provide better results. The respondents of the study are the professional teachers at the Department of Education (DepEd), and Higher Education Institutions (HEIs) in both private and public institutions. The study comprised ninety (90) respondents only. Results show that most of the respondents are female, belong to the age bracket of 41 years and above, and teaching for 21 years and above, and their highest educational attainment is college graduate where they are qualified to teach. On the other hand, contribution of professional development system in the area of acquiring knowledge theory skills shows to develop knowledge and skills in the simple process and application of learning, and provides skills and knowledge to understand the process of instruction in teaching process, contribution of professional development system in the area of standard requirements theory skills shows that effective teacher skills include a well-organized classroom to avoid distraction in the classroom learning process, and need to develop leadership skills inside or outside the classroom teaching and learning responsibility, contribution of professional development system in the area of observed model theory skills shows that effective communication is essential since it provides the process and ability to listen and focuses on appropriate manner and thoughts of individuals, contribution of professional development system in the area of implementation theory skills shows that it provides students learning and teaching effectively to access and equip continuous opportunity for learning, and promotes opportunities and professional development for the mindset growth and outcome to support the learning process, contribution of professional development system in the area of effectiveness theory skills shows that it adopts effectiveness for professional development standard design and guide in professional learning, and addresses to provide opportunities and needs in the educational setting and collaboration for professional development system, and contribution of professional development system in the area of reflection theory skills shows that it describes tools for teachers to evaluate and observe the learning process and reflects systematic teaching process, recording, collecting, and analyzing the observation and thoughts of teachers. Findings show that there is no significant correlation between the profile of the respondents and the contribution of the professional development system theory and skills for teachers in the approach to quality education. Article visualizations:<img src="/-counters-/edu_01/0222/a.php" alt="Hit counter" />

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“…Steinmayr and Spinath (2009) concluded that when predicting domain-specific achievement (e.g., mathematics performance), domain-specific motivational constructs are more useful predictors than general constructs. Furthermore, many of the non-domain-specific factors are challenging to measure and quantify, with some approaches involving use of psychometric scales with up to 30 items (Cassidy, 2016;Hirschi & Spurk, 2021;Rudd et al, 2021), which is not straightforward or practical to implement in a university setting. Therefore, the non-domain-specific group of factors are considered outside the scope of this study.…”

Section: Non-domain Specific Factorsmentioning

confidence: 99%

Is motivation the key? Factors impacting performance in first year service mathematics modules

et al. 2023

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Taught to non-mathematics undergraduates (business, science, engineering, and other technical programs), service mathematics is commonly associated with poor exam performance and low skill/knowledge attainment. The primary objective of the present study was to examine the range of factors thought to impact mathematics performance in higher education and establish which of the variables (i.e., motivation, mathematical background, growth mindset, preference for understanding, and time invested in independent learning) are of value in explaining the differences in students’ performance in service mathematics modules. A survey of first year business and engineering students who sat service mathematics modules was conducted. A multivariable proportional odds regression model was applied to detect and evaluate the association of each explanatory variable with mathematics performance. Motivation was found to be an important contributor to mathematics performance in first year service modules (p£0.05), second only to mathematical background (p<0.001). The work also investigated trends in motivation for studying mathematics across different student cohorts, where a significant difference in motivation was found between business and engineering students (p<0.001). The findings are discussed in terms of implications for learners and educators and should be of interest to fellow academics, those tasked with improving retention rates and policy makers.

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Measuring academic resilience in quantitative research: A systematic review of the literature

Cited by 78 publications

References 63 publications

Ergenlerde Akademik Dayanıklılık ve Okul Tükenmişliğiyle Başa Çıkma Becerisi Arasındaki İlişkinin İncelenmesi

Ergenlerde Akademik Dayanıklılık ve Okul Tükenmişliğiyle Başa Çıkma Becerisi Arasındaki İlişkinin İncelenmesi

Professional Development System Theory for Quality Education

Is motivation the key? Factors impacting performance in first year service mathematics modules

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