What Makes a Difference For Resilient Students in Turkey?

Abstract

Problem Statement: Socio-economic background plays an important role in academic achievement, but there is a group of students beating the odds and becoming successful despite the socio-economic background of their families. Purpose of the Study:The study aimed to define how resilient students succeed at school despite their socio-economically disadvantaged background and examine the relationship between academic achievement and other factors related to school.Method: Descriptive analysis and multiple regression analysis were used to answer the research questions. The rate of resilient students in Turkey has been analyzed among 15-year-olds taking the PISA 2012 assessment. According to PISA 2012 Mathematics performance, Turkey had 322 resilient students. Of these, 46.9% were female and 53.1% were male.Findings: According to the PISA 2012 mathematics performance, 7% of students in Turkey are considered resilient. Findings indicate that almost all resilient students score 482 and higher. This means that there are no resilient students performing below baseline (level 2) in Turkey. One of the other findings was that resilient students feel connected to school and have positive feelings towards school. Self-belief in achievement, being happy with achievement, greater engagement in academic activities, social skills, feeling a sense of belonging to school, and positive feelings towards school were the traits of the resilient students in Turkey. There is no correlation between resilient students' sense of belonging to school, attitudes towards school in terms of learning outcomes, and perceived success control, and their mathematics performance on the PISA 2012. 92 Leyla Yilmaz FindikResilient students' attitudes towards school is a significantly predictor of these students' mathematics performance. Conclusion and Recommendations:This study demonstrated that schools make a slight difference for resilient students in Turkey. Disadvantaged students managed to be resilient and successful, so the educational administration should make the schooling environment more positive and provide more incentives for disadvantaged students to foster their resiliency and success. Moreover, principals should develop strategies to ensure a meaningful learning process that enables disadvantaged students to become successful and accomplished citizens. A qualitative perspective is suggested to bring a deeper approach to evaluate what factors affect achievement of the resilient students' success. Longitudinal studies could be done to compare what has changed in their lives and whether the resiliency is still present.

Resiliencia académica de adolescentes, factores asociados y metodología empleada:

“…Sandoval-Hernández y Piotr-Białowolski, 2016). En el estudio de Yilmaz (2016), se ejemplifica tal evidencia, en sus resultados, la regresión múltiple empleada arrojó que la participación en actividades académicas, las habilidades sociales en el contexto escolar y la percepción de un ambiente escolar positivo fueron variables que caracterizaban a los estudiantes académicamente resilientes. Se demuestra que la escuela puede hacer la diferencia en generar estudiantes con tales características.…”

“…Dentro de los personales, se encontró con mayor frecuencia y relevancia variables que hacen referencia a procesos psicológicos como autorregulación en el ámbito personal y focalizada en el aprendizaje (Mohan y Verma, 2020;Seffetullah, 2015) y la confianza en sí mismo (Mirza y Arif, 2018;Yilmaz, (2016). Los autores reportaron en sus respectivos estudios que dichos factores brindan al adolescente mayores probabilidades de mostrar resiliencia en la escuela.…”

“…Mientras que, en los factores escolares, el que el alumno se sienta parte de la escuela y perciba una buena relación con los profesores y compañeros, fortalecerá su actitud resiliente en el entorno académico (Yilmaz, 2016;Ye et al, 2021). Estos hallazgos concuerdan con las recomendaciones de organismos internacionales que incitan la promoción de ambientes escolares positivos y seguros para disminuir la violencia en las escuelas (ocde, 2011; UNESCO, 1998) y con el estudio con adolescentes de Sandoval-Hernández y Piotr-Białowolski, (2016), quienes reportan que los bajos niveles de bullying en la escuela aumentaron la probabilidad de resiliencia académica.…”

Sosyo-Ekonomik Açıdan Dezavantajlı Kişilerin Eğitimleri Sırasında Karşılaştıkları Sorunlar

“…Yapılan çalışmalarda öğrenci verileri ve sosyo-ekonomik altyapı arasındaki ilişki irdelenmektedir. Ancak, bu çalışmaların sadece bir kaçı özellikle dezavantajlı sosyo-ekonomik altyapıya sahip olmalarına rağmen yüksek başarı gösteren öğrenciler üzerine odaklanmaktadır (Borman & Rachuba, 2001;Aikens & Barbarin, 2008;Fındık, 2016). Bu görüş, dezavantajlı olup yüksek başarı gösteren çocukların ekonomiye ve topluma katkı sağlamaları için ne yapılması gerektiği sorusunu gündeme getirmektedir.…”

“…Birçok araştırmada öğrencinin anne ve babasının yaşadığı yerleşim yerinin özellikleri ile öğrencilerin bir üst öğrenime devam edebilmeleri arasında doğrusal bir ilişki olduğu ortaya konmaktadır (Yılmaz Fındık, 2016). Bu ilişkinin kaynağı, yerleşim yerinin sağladığı sosyo-kültürel ve ekonomik olanakların yansıra buralarda sunulan eğitim olanaklarının niteliğidir.…”