Protective Factors for Student Resilience

2016

For many years, the resilience phenomenon in populations at-risk has been a major focus in trying to understand and explain why some people who experience challenging and stressful experiences are able to overcome these negative adversities and adapt competently. Resilience has been found to consist of different protective factors that are essential for an adolescent to respond to stress and adversity in competent ways. By taking a qualitative approach, this study focuses on educational resilience and the protective factors that resilient adolescents implicitly know are necessary to stay academically successful during the transition to high school. Participants were adolescents from urban, low-income, minority groups. Findings show nine different protective factors identified by resilient students as being important factors for ones ' academic success: (1) individual aspirations; (2) personal factors; (3) academic behaviors; (4) family support; (5) academic environmental factor...

2013

The purpose of this study is to examine the resilience of high school students in Turkey, and to determine the relationships between the student resiliency and some protective factors such as school climate, teacher atti- tudes and behaviors, family and peer support according to the student opinions. By using 509 students randomly selected from 24 general and Anatolian high schools from central districts of Ankara, it was found that students' perception of sociability and communication skill and determination were higher than the self-efficacy, hope and problem solving skills which were important components of resiliency. There were significant correlations be- tween students' resiliency perceptions and gender, grade level, fathers' educational level, family income, grade point avarege and absenteeism of those students. Grade point avarege and absenteeism were found to be the most important demographic variables that predict student resiliency. Additionally results indic...

2019

Numerous studies had explored wide-ranging effects of childhood adversity. Yet, there is no known study that explores the impact of non-parental relationships (NPR) formed during the participation in out-of-school youth activities (OSYA), and future orientation (FO) on academic resiliency (AR) among people with adverse childhood experiences (ACEs). This study moved away from the deficit perspective and focused on the strengths of individuals rather than weaknesses. The study examined the impact of protective factors of OSYA, NPR, and FO using the Michael Ungar's (2011) Socio-Ecological Model of Resiliency to better understand their role on AR among university students with ACEs. A quantitative approach, quasi-experimental design explored the research questions using only a single subject group, one-time post-test paper/web-based questionnaire (Creswell & Creswell, 2014). The following four hypotheses were conducted: Student-Staff Relationships formed in Out of School Youth Activities (NPR-OSYA) will positively correlate with FO; NPR-OSYA will differ between the No ACEs and Yes ACEs groups; FO will differ between No ACEs and Yes ACEs groups; NPR-OSYP and FO will predict higher AR among the Yes ACEs group. Results illustrated the complexity of the role of protective factors on AR among university students with ACEs. In conclusion, understanding the narratives of NPR-OSYP can help educators and counselor implement strategies to improve interaction and foster resilience among students who are struggling academically.

Yearbook of the National Society for the Study of Education, 2002

2013

This descriptive study looked at the profile, the personal attributes and protective factors of resilient at-risk youth in the academe as well as identified other factors instrumental in making them resilient. Data were taken from 86 students of the West Visayas State University system. Results showed that the respondents were young (16-21 years old), female, in good health, and eldest or middle child. They had legitimate birth status, come from intact family structure with nuclear household composition, and the majority were extremely poor and orphans. As to their personal attributes, spiritual connectedness rank first, followed by cognitive competence, autonomy, and social competence. On the contrary, their protective factors come primarily from the school, then the home and community providing almost equal protection and support. Further, another significant factor that makes the participants resilient is the presence of care and support from a significant adult, caregiver or teacher, or .having at least one strong personal relationship with a role model

Journal of School Psychology, 1999

This article focuses on the development of adolescent resilience and protective factors within a sample of 86 inner-city high school students in Chicago. Resilience was considered present when (a) children living in conditions of risk (b) show betterthan-predicted outcomes (c) presumably due to some intervening process. Conditions (a) and (b) were met using quantitative comparisons. Condition (c), the intervening process, was examined using autobiographical essays to begin to understand protective factors youth consider salient in overcoming adversity. Internal attributes such as perseverance, determination, and having the awareness to learn from the risk-attrition process surfaced in the content analyses. Motivational support from family members and teachers was also highly valued for promoting successful adjustment.

The Spanish Journal of Psychology, 2013

The objective of this study is to develop and validate a scale of subjective resilience for students 12–17 years old. Items covered adverse situations due to parents’, peers’ and teachers’ actions. The validation process included the analysis on the generalizability of the factor structure and of relationships of resilience scores with different kinds of protective and vulnerability factors -goal orientations and learning-oriented classroom motivational climate (CMC)-. A total of 471 students answered four questionnaires. Confirmatory factor analyses, reliability analysis and correlation and regression analyses were carried out. Results showed: (a) that factor structure was well defined; (b) that resilience scale had good reliability; (c) that scores correlated as expected with protective-vulnerability factors such as goal orientations and CMC defined by teachers’ teaching-patterns, and (d) that students’ attribution of perceived change in resilience to teachers’ work depended on th...

Journal Transnational Universal Studies

This study was aimed at finding out the impact of resilience on students’ academic achievement. The researcher was motivated by the students’ effort to succeed despite the prevailing challenges and barriers affecting them especially in their academics. The survey research design was adopted for this study. A questionnaire was used as instrument for data collection. The simple random sampling technique was used. The questionnaire was administered to 80 students. The data were analyzed using descriptive statistics and the results presented on tables for the descriptive statistics and the chi- square for inferential statistics. Findings revealed that there is a high significant relationship between resilience and academic achievement of secondary school students in Minawao refugee camp. Recommendations were made on how to improve on their academic achievement given their prevailing circumstances and make them to be more resilient in the face of numerous challenges affecting them in any...

2015

Every individual will face inevitable hardships in his or her life. These hardships will differ in severity, but each event will be respectively challenging to each individual. Research supports that students who are resilient are more capable of overcoming these obstacles in their lives. In schools today, educators often forget about the value of fostering resiliency within their students. This can inhibit the successful outcomes that all educators hope that their students will achieve in school and in life. Resiliency skills such as goal setting, social competency, self-efficacy skills, stress management, belongingness and more can help a student succeed academically, socially, and/or emotionally. Some schools use whole school comprehensive frameworks such as the Knowledge Is Power Program, while others use small group counseling programs such as Karen Griffith’s Building Resiliency program. While building a whole school comprehensive program can take time, an effective small grou...