Exploring the Factors Relating to Academic Resilience among Students with Socioeconomic Disadvantages: Factors from Individual, School, and Family Domains

Autor/inn/en	Cui, Tianxue; Kam, Chester Chun Seng; Cheng, Emily Hongzhen; Liu, Qimeng
Titel	Exploring the Factors Relating to Academic Resilience among Students with Socioeconomic Disadvantages: Factors from Individual, School, and Family Domains
Quelle	In: Psychology in the Schools, 60 (2023) 4, S.1186-1201 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cui, Tianxue) ORCID (Kam, Chester Chun Seng) ORCID (Cheng, Emily Hongzhen) ORCID (Liu, Qimeng)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22824
Schlagwörter	Success; Resilience (Psychology); At Risk Students; Disadvantaged Youth; Grade 8; Socioeconomic Influences; Expectation; Academic Aspiration; Student Motivation; Parent Child Relationship; Institutional Characteristics; Socioeconomic Status; Parent Participation; Peer Relationship; Low Income Students; Foreign Countries; China + Suchen Sie Ihr Suchwort? Erfolg; Benachteiligter Jugendlicher; School year 08; 8. Schuljahr; Schuljahr 08; Sozioökonomischer Faktor; Expectancy; Erwartung; Schulische Motivation; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Socio-economic status; Sozioökonomischer Status; Elternmitwirkung; Peer-Beziehungen; Ausland
Abstract	This study aimed to explore factors related to academic success (resilience) for students with socioeconomic disadvantages (SED) from the individual, school, and family domains. We also compared such factors with the results for students with socioeconomic advantages (SEA). A sample of 1767 eighth-graders (851 students with SEA and 916 students with SED) from a city in northern China completed the questionnaires online. We found that (a) the common factors related to academic success for students with SED and SEA are high educational expectations, intrinsic motivation, positive parent-child relationships, and schools with high socioeconomic status; and (b) the unique factors for students with SED (but not SEA) are appropriate parental involvement with more concern in daily life but less concern in study and close peer relationships. Findings highlight social support as a protective factor against academic failure, especially among students from low-income families. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01