Students’ perceptions of resilience promoting factors in Chinese and American middle schools

Abstract

The current study first examined the applicability of the ClassMaps Survey (CMS)—a measurement of resilience in classroom/school settings developed in the US with Chinese middle school students and then compared the group differences on student perceptions of the resilience factors in the CMS across the two cultures. The findings suggest that the CMS and all its seven subscales have good to acceptable scalar measurement equivalence. The current study supports the use of the CMS and its seven subscales with Chinese middle school students as a measurement of resilience in classroom context. Furthermore, the study found that Chinese students scored significantly higher on academic self-determination, behavior self-control, teacher-student relationship, home-school relationship, and peer conflict but significantly lower on academic self-efficacy than American students. There was no significant difference in peer friendships between the two groups. Implications for resilience promotion in school settings were discussed in cultural context.

Social and emotional learning during early adolescence: Effectiveness of a classroom‐based SEL program for middle school students

“…In their work, Ni et al (2016) conceptualized the daily stressors experienced by middle school students as adversity.…”

“…In their work, Ni et al (2016) conceptualized the daily stressors experienced by middle school students as adversity. Indeed, the challenges associated with this developmental period and time of transition are many and have been linked to a variety of negative academic, psychosocial, and mental health outcomes.…”

Parental Perceptions of Grit: First Steps Towards Building Effective Character Education Programs

“…This limitation points to the need for further study to sample across several school boards to consider the impact of demographics and culture. When analyzing perceptions, Ni, Li, and Wang (2016) argued that the factors affecting perceptions of various participant groups depend largely on societal influence. Their view was similar to the possible explanation for differing scores among parents and students in this study's questionnaire: that is, "whether a child is resilient or not is determined in his or her context and culture" (Ni et al, 2016, p. 437).…”

“…Due to the long-term timelines Duckworth et al (2007) presented in their definition of grit, Wolters and Hussain (2015) believed it was "impractical" for educators to focus on grit development (p. 307). Ni et al (2016) were cautious, believing a reliance on resilience research may be more beneficial for prevention and intervention practices (p. 438). Other researchers (Golden, 2017;Saltman, 2014) argued for the focus to be shifted towards socio-economic issues, rather than adopting a grit ideology where educators promote grit as an all-encompassing solution to academic shortcomings.…”

Minat Studi Lanjut ke Perguruan Tinggi Siswa Ditinjau dari Self-Efficacy dan Aspirasi Orangtua

“…Keyakinan akan kemampuan diri sendiri akan memunculkan perasaan optimis, percaya diri, dan beripikiran positif mengenai kesulitan yang harus diselesaikan. Merasa yakin akan kemampuan diri untuk mengatasi hambatan-hambatan yang ada atau menyelesaikan tugas-tugas sebagai usaha mencapai tujuan merupakan salah satu wujud pemanfaatan sumber daya yang ada dalam diri (Ni, Li, & Wang, 2016). Dalam konteks ini, siswa perlu diberikan pelayanan konseling atau perbantuan lainnya untuk memperkaya wawasan dan informasi terkait pilihan-pilihannya (Hartinah & Wibowo, 2015;N.…”