Academic Resilience of Pupils from Low Socioeconomic Backgrounds
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Published:
May 29, 2020
Keywords:
child resilience, protective factors, risk factors, poverty, secondary data analysis
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Abstract
The purpose of the study was, 1) to identify risk and protective factors that predict academic achievement in low socioeconomic status (SES) pupils in Ireland; and 2) to establish if these predicting factors are unique and applicable only in low-SES pupils. Using two waves of the Irish nationally representative longitudinal data, a multi-informant design was applied to analyse data from over 7,000 children along with their caregivers and teachers. A series of multilevel regression analyses were performed to compare data from low-SES and high-SES pupils. After controlling for prior achievement, findings suggested that academic achievement in both low and high-SES pupils are promoted by educational aspirations, attentional skills and being in the rural area. The strength of the association between protective factors and academic achievement, however, varies between the two groups. Nonetheless, close parent-child relationship in low-SES female pupils appears to be a unique factor that promotes academic resilience that does not apply to the rest of the pupils. The study contributes credible evidence and fresh insights into protective factors that exclusively promote academic resilience in low-SES pupils. From the perspective of policy and intervention, the differentiated knowledge gained is useful to inform the provision of targeted efforts aimed at closing the gap in achievement between pupils from different socioeconomic backgrounds.
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Kong, K. (2020). Academic Resilience of Pupils from Low Socioeconomic Backgrounds. The Journal of Behavioral Science, 15(2), 70–89. Retrieved from https://so06.tci-thaijo.org/index.php/IJBS/article/view/239864
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Research Articles
References
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Brody, G. H., Dorsey, S., Forehand, R., & Armistead, L. (2002). Unique and protective contributions of parenting and classroom processes to the adjustment of African American children living in single-parent families. Child Development, 73, 274–286.
Bronfenbrenner, U. (1995). Developmental ecology through space and time: A future perspective. In P. Moen, G. H. Elder & K. Luscher (Eds.), Examining lives in context. Perspectives on the ecology of human development (pp. 619–647). Washington, DC: American Psychological Association. https://doi.org/10.1037/10176-018
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Feldman, B. J., Conger, R. D., & Burzette, R. G. (2004). Traumatic events, psychiatric disorders, and pathways of risk and resilience during the transition to adulthood. Research in Human Development, 1(4), 259–290. https://doi.org/10.1207/s15427617rhd0104_3
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Hetherington, E. M., & Elmore, A. M. (2003). Risk and resilience in children coping with their parents’ divorce and remarriage. In S. S. Luthar (Ed.), Resilience and vulnerability: Adaptation in the context of childhood adversities (pp. 182-212). New York: Cambridge University Press.
Jia, Y., Ling, G., Chen, X., Ke, X., Way, N., Yoshikawa, H., Lu, Z. (2009). The influence of student perceptions of school climate on socioemotional and academic adjustment: A comparison of Chinese and American adolescents. Child Development, 80, 1514 -1530. https://doi.org/10.1111/j.1467-8624.2009.01348.x
Luthar, S. S. (1995). Social competence in the school setting – prospective cross-domain associations among inner-city teens. Child Development, 66, 416–29.
Luthar, S. S., Cicchetti, D., & Becker, B. (2000). The construct of resilience: A critical evaluation and guidelines for future work. Child Development, 71, 543–62. https://doi.org/10.1111/1467-8624.00164
Luthar, S. S., & Zelazo, L. B. (2003). Research on resilience: An integrative view. In S. S. Luthar (Ed.), Resilience and vulnerability: Adaptation in the context of childhood adversities (pp. 510–549). Cambridge: Cambridge University Press
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Skinner, E. A., & Belmont, M. J. (1993). Motivation in the classroom: Reciprocal effects of teacher behaviour and student engagement across the school year. Journal of Educational Psychology, 85, 571–581. https://doi.org/10.1037/0022-0663.85.4.571
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Baker, M. & Milligan, K. (2016). Boy-girl differences in parental time investments: evidence from three countries. Journal of Human Capital, 10, 399–441. https://doi.org/10.1086/688899
Belle, D. (1987). Gender differences in the social moderators of stress. In D. Belle (Ed.), Gender differences in the social moderators of stress (pp. 257-277). New York: Free Press.
Bertrand M., Pan J. (2013). The trouble with boys: social influences and the gender gap in disruptive behaviour. American Economic Journal: Applied Economics, American Economic Association, 5(1), 32-64. http://dx.doi.org/10.1257/app.5.1.32.
Blair, C. (2010). Stress and the development of self-regulation in context. Child Development Perspectives, 3, 181–188. https://doi.org/10.1111/j.1750-8606.2010.00145.x
Blum, R. W., McNeely, C. A., & Rinehart, P. M. (2002b). Improving the odds: The untapped power of schools to improve the health of teens. Minnesota Center for Adolescent Health and Development, University of Minnesota.
Boyle, C. A., Boulet, S., Schieve, L. A., Cohen, R. A., Blumberg S. J., Yeargin-Allsopp, M., Visser, S., Kogan, M. D.(2011). Trends in the prevalence of developmental disabilities in US children, 1997-2008. Pediatrics, 127(6), 1034-1042.
Brody, G. H., Dorsey, S., Forehand, R., & Armistead, L. (2002). Unique and protective contributions of parenting and classroom processes to the adjustment of African American children living in single-parent families. Child Development, 73, 274–286.
Bronfenbrenner, U. (1995). Developmental ecology through space and time: A future perspective. In P. Moen, G. H. Elder & K. Luscher (Eds.), Examining lives in context. Perspectives on the ecology of human development (pp. 619–647). Washington, DC: American Psychological Association. https://doi.org/10.1037/10176-018
Brooks-Gunn, J., & Duncan, G. J. (1997). The effects of poverty on children. The future of children, 55-71. https://doi.org/10.2307/1602387
Brown, L., & Iyengar, S. (2008). Parenting styles: The impact on student achievement. Marriage & Family Review, 43(1-2), 14–38..
Buckner, J. C., Mezzacappa, E., & Beardslee, W. R. (2003). Characteristics of resilient youth living in poverty: The role of self-regulatory processes. Development and Psychopathology, 15, 139–162. https://doi.org/10.1017/S0954579403000087
Bynner, J., Joshi, H., & Tsatsas, M. (2000). Obstacles and opportunities on the route to adulthood. The Smith Institute.
Chetty, R., & Hendren, N. (2015). The impacts of neighbourhoods on intergenerational mobility: childhood exposure effects and county-level estimates. http://equality-of-opportunity.org/images/nbhds_paper.pdf
Cicchetti, D., Rogosch, F. A., Lynch, M., & Holt, K. D. (1993). Resilience in maltreated children – processes leading to adaptive outcome. Development and Psychopathology, 5, 629 - 47.
Compas, B. E. (2004). Processes of risk and resilience during adolescence: linking contexts and individuals. In R. M. Lerner & L. Steinberg (Eds.), Handbook of Adolescent Psychology (2nd ed., pp. 263-299). Hoboken, NJ: John Wiley & Sons.
Cooper, K. & Stewart, K. (2013). Does money affect children’s outcomes? Joseph Rowntree Foundation. https://www.jrf.org.uk/sites/default/files/jrf/migrated/files/money-children-outcomes-full.pdf
Darling, N., & Toyokawa, T. (1997). Construction and validation of the parenting styles inventory II (PSI-II) (Unpublished manuscript). http://www.oberlin.edu/faculty/ndarling/lab/psiii.pdf
Diemer, M. A., & Ali, S. R. (2009). Integrating social class into vocational psychology: Theory and practice implications. Journal of Career Assessment, 17(3), 247–265. https://doi.org/10.1177/1069072708330462
Duncan, G. J., & Magnuson, L. (2013). The long reach of early childhood poverty. In J. Yeung & M. T. Yap (Eds.), Economic stress, human capital, and families in Asia (pp. 57-70). Netherlands: Springer.
Duncan, G.J., Ziol-Guest, K., & Kalil, A. (2010). Early-childhood poverty and adult attainment, behaviour, and health. Child Development, 81, 306–325. https://doi.org/10.1111/j.1467-8624.2009.01396.x
Erberber, E., Stephens, M., Mamedova, S., Ferguson, S., & Kroeger, T. (2015, March). Socioeconomically disadvantaged students who are academically successful: Examining academic resilience cross nationally. IEA’s Policy Brief Series, No. 5, International Association for The Evaluation of Educational Achievement.
Felder, R.M., Mohr, P.H. & Dietz, E.J. & Ward, J.B (2010). Engineering students' performance and retention; Rural/Urban student differences. Journal of Engineering Education. 194, 209-217
Feldman, B. J., Conger, R. D., & Burzette, R. G. (2004). Traumatic events, psychiatric disorders, and pathways of risk and resilience during the transition to adulthood. Research in Human Development, 1(4), 259–290. https://doi.org/10.1207/s15427617rhd0104_3
Goodman, R. (1997). The Strengths and Difficulties Questionnaire: A Research Note. Journal of Child Psychology and Psychiatry, 38(5), 581-586. https://doi.org/10.1111/j.1469-7610.1997.tb01545
Gutman, L. M., Sameroff, A. J., & Eccles, J. S. (2002). The academic achievement of African American students during early adolescence: An examination of multiple risk, promotive, and protective factors. American Journal of Community Psychology, 30(3), 367–400.
Gutman, L. M., Sameroff, A. J., & Cole, R. (2003). Academic growth curve trajectories from 1st grade to 12th grade: Effects of multiple social risk factors and preschool child factors. Developmental Psychology, 3939(4), 777–790. https://doi.org/10.1037/0012-1649.39.4.777.
Halle, T., Kurtz-Costes, B., & Mahoney, J. (1997). Family influences on school achievement in low-income, African American children. Journal of Educational Psychology, 89, 527–537.
Haveman, R., Wolfe, B., & Wilson, K. (1997). Childhood poverty and adolescent schooling and fertility outcomes: Reduced-form and structural estimates. In G. Duncan & J. Brooks-Gunn, J. (Eds) Consequences of Growing Up Poor. Russell Sage Foundation.
Herbers, J. E., Cutuli, J. J., Monn, A. R., Narayan, A. J., & Masten, A. S. (2014). Trauma, adversity, and parent-child relationships among young children experiencing homelessness. Journal of Abnormal Child Psychology, 42(7), 1167-1174. https://doi.org/10.1007/s10802-014-9868-7
Hetherington, E. M., & Elmore, A. M. (2003). Risk and resilience in children coping with their parents’ divorce and remarriage. In S. S. Luthar (Ed.), Resilience and vulnerability: Adaptation in the context of childhood adversities (pp. 182-212). New York: Cambridge University Press.
Jia, Y., Ling, G., Chen, X., Ke, X., Way, N., Yoshikawa, H., Lu, Z. (2009). The influence of student perceptions of school climate on socioemotional and academic adjustment: A comparison of Chinese and American adolescents. Child Development, 80, 1514 -1530. https://doi.org/10.1111/j.1467-8624.2009.01348.x
Luthar, S. S. (1995). Social competence in the school setting – prospective cross-domain associations among inner-city teens. Child Development, 66, 416–29.
Luthar, S. S., Cicchetti, D., & Becker, B. (2000). The construct of resilience: A critical evaluation and guidelines for future work. Child Development, 71, 543–62. https://doi.org/10.1111/1467-8624.00164
Luthar, S. S., & Zelazo, L. B. (2003). Research on resilience: An integrative view. In S. S. Luthar (Ed.), Resilience and vulnerability: Adaptation in the context of childhood adversities (pp. 510–549). Cambridge: Cambridge University Press
Masten, A. S. (2001). Ordinary magic: Resilience processes in development. American Psychologist, 56, 227–238. https://doi.org/10.1037/0003-066X.56.3.227
Masten, A. S., Best, K. M., & Garmezy, N. (1990). Resilience and development: Contributions from the study of children who overcome adversity. Development and Psychopathology, 2(4), 425–444. https://doi.org/10.1017/S0954579400005812
Masten, A., Monn, A. R., & Supkoff, L. M. (2011). Resilience in children and adolescents. In S.M. Southwick, B.T. Litz, D. Charney, & M. J. Friedman (Eds.), Resilience and mental health: Challenges across the lifespan (pp. 103 – 155). Cambridge
McClelland, G. H., & Judd, C. M. (1993). Statistical difficulties of detecting interactions and moderator effects. Psychological Bulletin, 114(2), 376–390. https://doi.org/10.1037/0033-2909.114.2.376
Moisio, P. (2005). A Latent Class Application to the Multidimensional Measurement of Poverty, Quantity and Quality. International Journal of Methodology, 38 (6), 703-717. https://doi.org/10.1007/s11135-004-5940-7
Murray, A., McCrory, C., Thornton, M., Williams, J., Quail, A., Swords, L., Doyle, E. & Harris, E. (2010). Growing Up in Ireland, National Longitudinal Study of Children: Design, Instrumentation and Procedures for the Child Cohort. Dublin
Ogbu, J. (1985). Cultural-ecological influences on minority education, Language Arts, 62(8), 860–869.
Owens, E. B., & Shaw, D. S. (2003). Poverty and early childhood adjustment. In S.S. Luthar (Ed.), Resilience and vulnerability: Adaptation in the context of childhood adversities (pp 104-129). Cambridge: Cambridge University Press
Pianta, R. C. (1992). Child-parent relationship scale. Unpublished measure, University of Virginia, Charlottesville.
Piers, E. V., & Herzberg, D. S. (2002). Piers-Harris children's self-concept scale (2nd ed.). Los Angeles: Western Psychological Services.
Reardon, S. F., Valentino, R. A., Kalogrides, D., Shores, K. A., & Greenberg, E. H. (2013). Patterns and trends in racial academic achievement gaps among states, 1999-2011.
Rutter, M. (1983). Statistical and personal interactions, facets and perspectives. In D.A. Magnusson, V. Allen (Eds.), Human development: an interactional perspective (pp. 295–319). New York: Academic Press.
Scarborough, H. S. (2001). Connecting early language and literacy to later reading (dis)abilities: Evidence, theory, and practice. In S. B. Neuman & D. K. Dickinson (Eds.), Handbook for research on early literacy. Guilford.Schoon, I. (2006). Risk and resilience: Adaptations in changing times. Cambridge: Cambridge University Press.
Schoon, I. (2006). Risk and resilience: Adaptations in changing times. Cambridge University Press.
Schoon, I., Parsons, S., & Sacker, A. (2004). Socioeconomic adversity, educational resilience, and subsequent levels of adult adaptation. Journal of Adolescent Research, 19(4), 383–404. https://doi.org/10.1177/0743558403258856
Skinner, E. A., & Belmont, M. J. (1993). Motivation in the classroom: Reciprocal effects of teacher behaviour and student engagement across the school year. Journal of Educational Psychology, 85, 571–581. https://doi.org/10.1037/0022-0663.85.4.571
Smith, B., & Sechrest, L. (1991). Treatment of aptitude X treatment interactions. Journal of Consulting and Clinical Psychology, 59(2), 233–244. https://doi.org/10.1037/10109-039
Stage, F. K., & Hossler, D. (1989). Differences in family influences on college attendance plans for male and female ninth graders. Research in Higher Education, 30, 301–315. https://doi.org/10.1007/BF00992606
Taylor, S. E., Klein, L. C, Lewis, B. P, Greuenwarld, T. C, Gumey, R. A., & Upfdegraff, J. A. (2000). Biobehavioral responses to stress in females: Tend-and-befriend, not fight-or-flight. Psychological Review,702(3), 411-429. https://doi.org/10.1037/0033-295X.107.3.411
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