Risk or resilience? What makes a difference?

Boon, Helen

doi:10.1007/bf03216876

Cited by 14 publications

(6 citation statements)

References 40 publications

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“…In the last decades, numerous research activities have been carried out in the field of education examining resilience from various aspects, but most of them have focused on the target groups of children and adolescents [54][55][56][57][58][59][60][61][62][63][64][65][66][67][68][69][70][71]. Recently, teacher resilience has also been dealt with by experts from diverse countries, but vocational school teachers' resilience remains an internationally neglected field of research.…”

Section: Present Studymentioning

confidence: 99%

Teacher Resilience and Coping with Teacher Stress in Vocational Schools

Barnová,

Gabrhelová,

Krásna

et al. 2023

Societies

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The aim of the proposed study is to present the partial results of research activities focused on vocational school teachers’ resilience realized within the grant project IGA003DTI/2022. The present study aims to examine the existence of associations between teacher resilience and years of teaching experience. The research sample consisted of 474 vocational school teachers in Slovakia. The level of their teacher resilience was measured by The Connor–Davidson Resilience Scale CD-RISC-25SLOVAK. The scale measures seven dimensions—Hardiness, Coping, Adaptability/Flexibility, Meaningfulness/Purpose, Optimism, Regulation of emotion and cognition, and Self-Efficacy. The findings confirmed the existence of associations between teacher resilience and years of teaching experience as novice teachers and teachers with ten or fewer years of teaching experience achieved lower scores in the scale than their more experienced colleagues. Although we are aware of the limits of the research study given the size and composition of the sample, the findings suggest that years of teaching experience can be considered an important variable from the aspect of teacher resilience and it is important to pay increased attention especially to novice teachers’ well-being and building their resilience, e.g., by providing guidance through developing effective coping strategies. As there are a lack of available data on vocational school teachers’ resilience, the present findings have the potential to broaden the existing knowledge and have implications for further research.

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Section: Present Studymentioning

confidence: 99%

Teacher Resilience and Coping with Teacher Stress in Vocational Schools

Barnová,

Gabrhelová,

Krásna

et al. 2023

Societies

View full text Add to dashboard Cite

show abstract

“…Student achievement is a complex construct that is influenced by a multitude of factors. Low academic performance is the most important predictor of a student being labeled at-risk or dropping out of school (Boon, 2008). This section of the literature review focuses on three student variables that impact this performance: motivation, home environment and school setting.…”

Section: Student Factors That Influence Student Achievementmentioning

confidence: 99%

“…Besides cognitive ability, there are other student factors associated with academic achievement; namely, motivation and environment (Boon, 2008) that are so closely intertwined that it is difficult to discuss them separately, Motivation is a driving force (Romando, n.d.) that influences essential school products such as student effort, work quality, test scores, grades, and school completion (Pintrich, 2003). Successful learners are organized, set goals for themselves, seek assistance when appropriate, and manage their time, all of which assist in promoting their own personal drive (Sands, Guzman, Stephen, & Boggs, 2007) and academic development (Usher & Pajares, 2008).…”

Section: Motivationmentioning

confidence: 99%

“…A student's academic behavior, influenced by home and school environments, impacts the likelihood of educational success. In general, students' ability and motivation take them on one of two paths: one of at-riskness or one of resilience (Boon, 2008) in which academic success prevails even when other factors such as socioecomonics and family structure would predict otherwise (Gordon-Rouse, 2001).…”

Section: School Settingmentioning

confidence: 99%

“…In addition to student factors, family factors contribute to a student's success or lack thereof (Boon, 2008). Family influence on a student's academic success encompasses variables related to the overall development of the child; e.g., ethnicity, family structure, socioeconomic status, and parental involvement (Gonida & Urdan, 2007;Jacobs & Harvey, 2005).…”

Section: Family Factors That Influence Student Achievementmentioning

confidence: 99%

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