Resiliency Among Students At Risk of Academic Failure

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...

2024

The American Psychological Association defines resilience as the process and outcome of successfully adapting to difficult or challenging life experiences, especially through mental, emotional, and behavioral flexibility and adjustment to external and internal demands. To have a successful career in civil engineering, would-be engineers must possess the necessary intrapersonal skill of resilience. Resilience also assists would-be engineers to realize successful academic rigor and retention in tertiary institutions. The skill of resilience is not solely innate to a particular individual but can be both developed and inculcated. This research assesses the correlation between resilience and academic performance, using protective factors such as optimism, adaptability, self-sufficiency, and persistence. Subsequently, this research will identify key factors that educators can instill in students to enhance resiliency in the classroom.

2018

This study aimed at fostering academic resilience of non-resilient at-risk students through an intervention program using an activity based module aiming at fostering protective factors-creativity, internal locus of control, self-concept, self-esteem, self-efficacy, autonomy, sense of purpose in life, optimism, a good sense of humor and teacher student relationship. Sixty four (N=64) at risk of failure, 9 th and 10 th grade students from a public secondary school were identified which were later randomly assigned to experimental and control groups. A Resilience Assessment Scale developed by the researchers was administered to measure specific risk indicators like socio economic status, academic issues, homelessness, health issues and negative life events. One of the researchers played as a resilience teacher. The treatment continued for three months. The pre-test and post-test analysis revealed that the intervention was significantly effective in enhancing students‟ academic resilie...

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...

International Journal of Advanced Research, 2021

Extant literatures proved the various role of resilience and its multifaceted impact to academic performance. An extensive search was conducted through EBSCO Research Databases to gather, summarize and synthesize studies on resiliency and academic performance. The author reviewed relevant literature from 2009-2019 that examine relationship and mediator studies of resiliency and academic performance among students. Thus, outcome studies that proved the effectiveness of resiliency intervention program was also highlighted. Literatures revealed the significant association of resiliency and academic performance among students. There are mediators factors proved to affect resiliency and academic performance of the students such as perception of stress, school engagement and level of perception to their psychological wellness. Programs and interventions anchored on resilience are proved to be effective in enhancing academic performance. Counselors can integrate resilience findings to thei...

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...

2017

The major purpose of the study was to find out the effectiveness of an intervention programme in fostering academic resilience of non-resilient at-risk students at secondary school level. The programme based on a resilience building module for teachers was designed for this purpose. The module comprised of activity based sessions aiming at fostering protective factors-creativity, internal locus of control, self-concept, self-esteem, self-efficacy, autonomy, sense of purpose in life, optimism, good sense of humor and teacher student relationship. The experiment following pretest-post-test control group design was conducted in public secondary school. A total number of sixty four nonresilient at risk of failure 9 and 10 grade students equally divided in the experimental and the control group participated in the study.. These students were identified administering a risk identification survey and resilience assessment scale ‘RAS’ developed by the researchers measuring specific risk ind...

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.