Predicting Academic Resilience with Reading Engagement and Demographic Variables: Comparing Shanghai, Hong Kong, Korea, and Singapore from the PISA Perspective

Cheung, Kwok-cheung; Sit, Pou-seong; Soh, Kaycheng; Ieong, Man-kai; Mak, Soi-kei

doi:10.1007/s40299-013-0143-4

Cited by 45 publications

(38 citation statements)

References 18 publications

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“…A common approach to the study of academic resilience which is adopted in quantitative studies involves fitting logistic regression models to a subsample of socially disadvantaged students and estimation of their likelihood of having developed resilience according to a defined set of predictors (Cheung et al 2013;Erberer et al 2015). This is a well-established and generally accepted procedure.…”

Section: Methodsmentioning

confidence: 99%

“…However, several studies have shown that in most countries a group of children is academically successful despite the challenge of their backgrounds (Borman and Overman 2004;Cheung et al 2013;Martin and Marsh 2006;OECD 2011). These students are termed resilient.…”

Section: Introductionmentioning

confidence: 99%

“…In other words, resilient students are those who are academically successful but come from socioeconomically disadvantaged backgrounds. This general definition has been adopted in most articles reporting resilient students and has normally been operationalized using an index of socioeconomic status to determine disadvantage status and a test score to register academic success (see, for example, Cheung et al 2013;Erberer et al 2015;OECD 2011).…”

Section: Introductionmentioning

confidence: 99%

“…Finally, a third limitation is that most of these studies, especially those using international comparative data, lack a sound theoretical basis that would support the interpretation of their findings (cf. Agasisti and Longobardi 2014;Cheung et al 2013;Erberer et al 2015;OECD 2011).…”

Section: Introductionmentioning

confidence: 99%

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Factors and conditions promoting academic resilience: a TIMSS-based analysis of five Asian education systems

Sandoval-Hernández

Białowolski

2016

Asia Pacific Educ. Rev.

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It is well documented that academic achievement of students from families of low socioeconomic status (SES) tends to be below their more socially advantaged peers. Several studies have identified factors and conditions that facilitate academic success for disadvantaged students (i.e., promote academic resilience). However, one of the main criticisms of this body of research is in the set of variables that explain academic success for low-SES students and which is not very different from the variables that would explain academic success for all students. The objectives of this article are dual: firstly, to identify factors and conditions associated with academic success, regardless of student SES, and secondly, to identify factors and conditions associated with academic resilience, that is, exclusively for low-SES students. To this end, we used data from Singapore, South Korea, Hong Kong, Chinese Taipei, and Japan in the Trends in International Mathematics and Science Study (TIMSS) 2011. The study sample covered 23,354 students in 720 schools in the five countries. The strategy for analysis was driven by fit of logistic regression models, first predicting the probability of academic success and then subsequent identification of variables significant as predictors for success within the pool of low-SES students. Results indicated that variables, such as positive student attitude to mathematics, teacher confidence in student performance and the test language being spoken at home, were associated with greater chances of academic success. High academic expectations and time spent on mathematics at home demonstrated a differential effect between disadvantaged and non-disadvantaged students in Singapore. In Korea, being male (gender) and in Taipei, low levels of bullying at school, increased the likelihood of resilience. Results suggested that interventions impacting behavior reflected in differentially associated variables could help disadvantaged students to become academically resilient.

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Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Factors and conditions promoting academic resilience: a TIMSS-based analysis of five Asian education systems

Sandoval-Hernández

Białowolski

2016

Asia Pacific Educ. Rev.

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“…As a result, many organizations and leaders, including then-U.S. President Obama, have praised Korea for its successful educational system. A considerable amount of educational studies have also investigated Korean educational systems (e.g., Bozkurt, 2014;Byun, Schofer, & Kim, 2012;Cheung, Sit, Soh, Ieong, & Mak, 2014;Sánchez, Salinas, & Harris, 2011).…”

Section: Context Of Investigation: South Koreamentioning

confidence: 99%

How Korean Language Arts Teachers Adopt and Adapt Open Educational Resources: A Study of Teachers’ and Students’ Perspectives

Kwak

2017

IRRODL

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Since 2005, open educational resources (OER) have played a key role in K-12 education in South Korea; so far, however, there has been little discussion about OER efficacy in South Korean K-12 education. In the meantime, South Korean education has been attracting a lot of interest around the world. Former U.S. President Obama's comments about South Korean education might also be caused by South Korean students' academic performance evaluated by international large-scale assessments such as the Program for International Student Assessment (PISA). This article uses an ethnographic perspective to explore the experiences of teachers and students in the Korean context. The analysis of the findings shows how teachers adopt and adapt OER for their 12 th grade (the final year of secondary school) Korean language arts classes. Through classroom observations, interviews, and questionnaires, this exploration revealed that nearly 92% of the students perceived OER as beneficial to their studies and that teachers were spurred on to orchestrate differentiated instructional plans by OER. We argue that there is significant value to using OER in the formal educational curriculum, but that a lack of knowledge of how to adapt OER restricts how their potential is realized in practice. We identify implications for maximizing OER adaptation and successful usage of OER in K-12 education.

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A systematic review of academic resilience in East Asia: Evidence from the large‐scale assessment research

Zheng,

Cheung,

Sit

2023

Psychology in the Schools

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Although academic resilience is of great concern to contemporary educational practitioners, there is no consensus on its measurement. Furthermore, protective factors characterized by East Asian societal contexts remain ambiguous. This systematic review aims to offer an overview of the operational definitions, statistical methodology, and protective factors of academic resilience identified in East Asian countries/economies. With a focus on large‐scale assessment (LSA) research, three databases (i.e., Web of Science, CNKI, and AiritiLibary) were searched and returned 31 peer‐reviewed studies over the last decade. Results indicated that the definition‐driven method was commonly adopted in international LSA studies (e.g., Programme for the International Student Assessment) to measure academic resilience, and the research conducted in national/regional LSA (e.g., China Education Panel Survey) tended to use the process‐driven approach. Logistic regression was the most frequently data analysis technique utilized in the definition‐driven approach, while structural equation modeling and mediation/moderation analyses accounted for the largest proportion of the process‐driven methods. Our study shed light on the methodological issues of academic resilience in LSA. Additionally, it highlights the aspiration of educational researchers to identify Asian‐specific protective factors from the social‐ecological perspective to propose appropriate interventions fostering academic resilience.

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Predicting Academic Resilience with Reading Engagement and Demographic Variables: Comparing Shanghai, Hong Kong, Korea, and Singapore from the PISA Perspective

Cited by 45 publications

References 18 publications

Factors and conditions promoting academic resilience: a TIMSS-based analysis of five Asian education systems

Factors and conditions promoting academic resilience: a TIMSS-based analysis of five Asian education systems

How Korean Language Arts Teachers Adopt and Adapt Open Educational Resources: A Study of Teachers’ and Students’ Perspectives

A systematic review of academic resilience in East Asia: Evidence from the large‐scale assessment research

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