An Academic Resilience Scale And Model For Malaysian Adolescents
Despite their socioeconomically-disadvantaged backgrounds, which impede academic achievements of the majority, some adolescents can academically succeed. This exceptional achievement, defined as academic resilience, raises the question: what and how individual, familial, and school factors enable...
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| 主要作者: | |
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| 格式: | Thesis |
| 語言: | English |
| 出版: |
2018
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| 主題: | |
| 在線閱讀: | http://eprints.usm.my/48651/1/SEFFETULLAH%20KULDAS_hj.pdf |
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| 總結: | Despite their socioeconomically-disadvantaged backgrounds, which impede
academic achievements of the majority, some adolescents can academically succeed.
This exceptional achievement, defined as academic resilience, raises the question:
what and how individual, familial, and school factors enable some adolescent students
to perform the same task better than their peers from the same socioeconomic status
(low SES). To enhance understanding of this question and to explore factors
underlying academic resilience from the local sociocultural frame of reference, this
quantitative research integrated various theoretical and empirical literature into a
“Socio-Eco-Cultural-Transactional Framework of Academic Resilience”. Using this
framework, an academic resilience scale and model for Malaysian adolescents was
developed. Reliability and validity of the scale and model were tested and established
through pilot and main studies on academic resilience of adolescents with low SES in
a rural area of Kedah, Malaysia. The participants were randomly selected through a
venue-day-time sampling technique. Using FACTOR 10.7 version, a Minimum Rank
Factor Analysis of data collected from pilot study 2 (N = 308) and 4 (N = 127)
identified two interpersonal resources and two intrapersonal assets of academic
resilience. The resources appeared to be “perceived parental care” and “perceived
teacher care”, while the assets appeared “academic performance goal” and
“educational optimism”. |
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