Factors and Conditions Promoting Academic Resilience: A TIMSS-Based Analysis of Five Asian Education Systems

Autor/inn/en	Sandoval-Hernández, Andrés; Bialowolski, Piotr
Titel	Factors and Conditions Promoting Academic Resilience: A TIMSS-Based Analysis of Five Asian Education Systems
Quelle	In: Asia Pacific Education Review, 17 (2016) 3, S.511-520 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1598-1037
DOI	10.1007/s12564-016-9447-4
Schlagwörter	Foreign Countries; Achievement Tests; Elementary Secondary Education; Mathematics Achievement; International Assessment; Mathematics Tests; Science Achievement; Science Tests; Resilience (Psychology); Disadvantaged Youth; Socioeconomic Status; Regression (Statistics); Probability; Predictor Variables; Positive Attitudes; Student Attitudes; Teacher Attitudes; Language Usage; Expectation; Time on Task; Gender Differences; Bullying; Hong Kong; Japan; Singapore; South Korea; Taiwan; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Benachteiligter Jugendlicher; Socio-economic status; Sozioökonomischer Status; Regression; Regressionsanalyse; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Prädiktor; Schülerverhalten; Lehrerverhalten; Sprachgebrauch; Expectancy; Erwartung; Zeitaufwand; Geschlechterkonflikt; Mobbing; Hongkong; Singapur; Korea; Republik
Abstract	It is well documented that academic achievement of students from families of low socioeconomic status (SES) tends to be below their more socially advantaged peers. Several studies have identified factors and conditions that facilitate academic success for disadvantaged students (i.e., promote academic resilience). However, one of the main criticisms of this body of research is in the set of variables that explain academic success for low-SES students and which is not very different from the variables that would explain academic success for all students. The objectives of this article are dual: firstly, to identify factors and conditions associated with academic success, regardless of student SES, and secondly, to identify factors and conditions associated with academic resilience, that is, exclusively for low-SES students. To this end, we used data from Singapore, South Korea, Hong Kong, Chinese Taipei, and Japan in the Trends in International Mathematics and Science Study (TIMSS) 2011. The study sample covered 23,354 students in 720 schools in the five countries. The strategy for analysis was driven by fit of logistic regression models, first predicting the probability of academic success and then subsequent identification of variables significant as predictors for success within the pool of low-SES students. Results indicated that variables, such as positive student attitude to mathematics, teacher confidence in student performance and the test language being spoken at home, were associated with greater chances of academic success. High academic expectations and time spent on mathematics at home demonstrated a differential effect between disadvantaged and non-disadvantaged students in Singapore. In Korea, being male (gender) and in Taipei, low levels of bullying at school, increased the likelihood of resilience. Results suggested that interventions impacting behavior reflected in differentially associated variables could help disadvantaged students to become academically resilient. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01