Social Support and Academic Achievement of Chinese Low- Income Children: A Mediation Effect of Academic Resilience

Abstract

Using nation-wide survey data (N=2328) from China, this study investigates how social support from family, peers, and teachers influence low-income household children’s (from 13 to 15 years old) academic resilience, as well as how academic resilience mediates the relationship between social support and children’s academic achievement. Structural equation modelling was adopted to analyse the data. The results reveal that (1) low-income household children’s family, peer, and teacher support are associated with their academic resilience; (2) peer support and academic resilience of low-income household children significantly relate with their academic achievements; (3) academic resilience plays a full mediation role in teacher support and a partial mediation role in peer support on children’s academic achievement. The implications of this study on theory and practice, the limitations, and future research directions are discussed.

Contribution of Perceived Social Support (Peer, Family, and Teacher) to Academic Resilience during COVID-19

“…It is also valuable for achieving individual academic achievement. In addition, the results of this study are also supported by research by Fang et al (2020), which reveals that perceived social support from family, peers, and teachers makes a significant contribution to the academic resilience of an individual. Narayan & Onn (2016) also stated that perceived social support from friends and family made a substantial contribution to academic resilience.…”

“…Martin (2002) also describes academic resilience as the ability of students to deal with intellectual decline, stress, and pressure in the learning process effectively. Fang et al (2020) revealed that academically resilient individual characters have social competence, problem-solving abilities, independence, and a sense of purpose. Hendriani (2018) also suggests that academic resilience is resilience or resilience felt by individuals in the learning process, which is a dynamic process and reflects an individual's strength and resilience to rise from negative emotional experiences when facing a stressful and challenging situation.…”

“…There are previous studies that reveal the contribution of perceived social support to academic resilience. Prior research by Fang et al (2020) on children with below-average family incomes shows that perceived social support from family, peers, and teachers contributes significantly to academic resilience. Satyaninrum, 2019) reveals that perceived social support is one of the variables that positively influence academic resilience in adolescents.…”

High school learning outcomes: The effect of self-regulation, resilience, and family environment

“…Resilience can also be defined as a person's ability to deal with obstacles, stress, and other difficult situations in overcoming academic problems. Resilience has a significant effect on student learning outcomes Layco (2020); Ifeoma & Chinaza (2020;Hong et al, 2020;Unachukwu, 2020;Ifeoma & Chinaza, 2020;Fang et al, 2020;Mwangi at. al., 2018;Ergen & Kanadli, 2017;Johnson et al, 2016).…”

“…In the context of education, resilience is a person's ability to deal with obstacles, stress, and other difficult situations in overcoming academic problems. It, as suggested by a number of researchers, has a positive relationship and influence on learning outcomes (Hong et al, 2020;Unachukwu, 2020;Ifeoma & Chinaza, 2020;Fang et al, 2020;Mwangi at. al., 2018;Ergen & Kanadli, 2017;Johnson et al, 2015).…”