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Title Examining the academic resilience in mathematics performance for the underprivileged ninth graders using the national data from the High School Longitudinal Study (HSLS: 09)
URL
Publication Date
Degree PhD
Discipline/Department Educational Psychology
Degree Level doctoral
University/Publisher Texas Tech University
Abstract This study evaluated an attribute model for academic resilience in mathematics and examined its relationship with student performance. The first wave of data from the High School Longitudinal Study (2009) was used. The participants were a sub sample of 2398 ninth graders selected by using combined criteria of the lowest socioeconomic status (i.e., 1st quintile) and the ethnicity groups of interest (i.e., Hispanic, African American, and White). A total of 15 items were selected from the Student Questionnaire to measure the three attributes in the conceptual model, i.e., self-efficacy, coping skills, and educational aspiration. Three phases of analyses were conducted. Results of the first phase exploratory factor analyses lead to a reduction of the instrument from 15 to 12 items. Results of the second phase confirmatory factor analyses confirmed and validated the second-order attribute model. Results of the third phase structural equation modeling suggested that academic resilience as represented by the three attributes significantly accounted for the variance in students’ mathematics performance with Self-Efficacy and Coping Skills but not Educational Aspiration being significant predictors. Yet caution is warranted for the interpretation of the findings. The results were also discussed from a social cognitive theoretical perspective.
Subjects/Keywords Academic resilience; Mathematics; Self-efficacy; Coping skills; Educational aspiration
Contributors Siwatu, Kamau O. (committee member); Valle, Fernando (committee member); Stevens, Tara (Committee Chair)
Language en
Rights Unrestricted.
Country of Publication us
Record ID handle:2346/58948
Repository ttu
Date Retrieved
Date Indexed 2018-12-06
Grantor Texas Tech University

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Texas Tech University, He, August 2014 LIST OF FIGURES 2.1. The concept model of resilience from Gillespie, Chaboyer, and Wallis (2007).26   2.2. The relationships between the three major classes of determinants in triadic reciprocal…

…first- and second-order models for the structural relationships between student academic resilience and their mathematics performance.. ............................................. 77   vii Texas Tech University, He, August 2014 CHAPTER I…

…those at high risk for academic failure who achieve at an unexpectedly high level. Although the investigation of the factors that lead to resilience began decades ago, the majority of 1 Texas Tech University, He, August 2014 the research literature has…

…better addressed 2 Texas Tech University, He, August 2014 with the simultaneous efforts both to demand more quality educational resources and to empower students by helping them to manage their available resources. In this sense, academic resilience is…

…resilience may not only lead to significant implications for educational practice to boost student performance in mathematics, but can also provide new perspectives for solutions to educational equity 3 Texas Tech University, He, August 2014 issues. However…

…resilience, (2) tested a theoretical model with components identified 4 Texas Tech University, He, August 2014 through critical concept analysis (Gillespie, Chaboyer & Walls, 2007) and further based on the social cognitive perspective…

…academic resilience in mathematics? 5 Texas Tech University, He, August 2014 Significance An Attribute Model. Through the investigation, this study will contribute to the understanding of the complex phenomenon of academic resilience for both the…

…attributes instead of an observed indicator, both of which are latent variables. 6 Texas Tech University, He, August 2014 A Positive Alternative Perspective. Aligned with positive psychology and based on a social-cognitive perspective, the findings in this…

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