Academic Resilience and Its Psychological and Educational Correlates: A Construct Validity Approach

Autor/inn/en	Martin, Andrew J.; Marsh, Herbert W.
Titel	Academic Resilience and Its Psychological and Educational Correlates: A Construct Validity Approach
Quelle	In: Psychology in the Schools, 43 (2006) 3, S.267-281 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.20149
Schlagwörter	Psychology; Academic Persistence; Validity; Self Efficacy; Path Analysis; Construct Validity; Anxiety; Personality Traits; Correlation; High School Students; Foreign Countries; Study Habits; Self Esteem + Suchen Sie Ihr Suchwort? Psychologie; Gültigkeit; Self-efficacy; Selbstwirksamkeit; Pfadanalyse; Angst; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Korrelation; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Ausland; Study behavior; Study behaviour; Studienverhalten; Self-esteem; Selbstaufmerksamkeit
Abstract	This study examines educational and psychological correlates of academic resilience using within-network and between-network validity approaches. Based on a sample of 402 Australian high-school students, a newly developed unidimensional academic resilience construct found within-network validity by way of sound item and factor properties. In terms of between-network validity, correlation, path analysis, and cluster analysis showed that five factors predict academic resilience: self-efficacy, control, planning, low anxiety, and persistence. Hence, a 5-C model of academic resilience is proposed: confidence (self-efficacy), coordination (planning), control, composure (low anxiety), and commitment (persistence). Path analysis also showed that academic resilience subsequently predicts three educational and psychological "outcomes": enjoyment of school, class participation, and general self-esteem. (Contains 7 table, 1 figure and 1 footnote.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10