Motivation and Learning Environment Differences between Resilient and Nonresilient Latino Middle School Students

Waxman, Hersholt C.; Huang, Shwu‐Yong L.; Padrón, Yolanda N.

doi:10.1177/07399863970192003

Cited by 68 publications

(49 citation statements)

References 25 publications

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“…For example, in studies by Huang and Waxman (1996) and Waxman (1997), participants in the top 25% for mathematics achievement were grouped as resilient, while the bottom 25% were grouped as not resilient. Similarly, Wayman (2002) grouped resilient and Approaches to measuring academic resilience: A systematic review…”

Section: Discussionmentioning

confidence: 99%

Approaches to measuring academic resilience: A systematic review

Tudor¹,

Spray²

2017

IJRSE

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Recent years have seen increased government funding into resilience-building programmes in schools. However, practitioners are unable to assess the efficacy of interventions due to the lack of an available measure of academic resilience. The aim of this review is to provide an overview of the methods investigators have employed to measure academic resilience. A computerised literature search was conducted to identify journal articles where academic resilience was either; a) inferred through assessment of risk and positive adaptation or b) assessed using a measurement scale comprising protective factors. Results demonstrated significant variability in the factors utilised to represent risk and positive adaptation, and an inconsistent use of measurement scales. Different approaches to measuring academic resilience across studies leads to inconsistencies when estimating prevalence of the concept and the impact of resilience-based interventions. A discussion of the psychometric rigor of approaches to assessment is provided, with specific recommendations for future development of a measurement of academic resilience.

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Section: Discussionmentioning

confidence: 99%

Approaches to measuring academic resilience: A systematic review

Tudor¹,

Spray²

2017

IJRSE

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“…Thus, it is standard to use a one-item measure when examining students' future expectations for educational attainment (see Kao & Tienda, 1998;Waxman, Huang, & Padr6n, 1997). Behavioral factors.…”

Section: Methodsmentioning

confidence: 99%

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

Cappella

Weinstein

2001

Journal of Educational Psychology

105

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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.

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“…Findings suggest that achievement motivation exerts a protective function for substance abuse and promotes academic and psychological resilience (Gordon Rouse, 2001;Lengua and Stormshak, 2000;Waxman et al, 1997).…”

Section: Achievement Motivationmentioning

confidence: 99%