Tudor academic resilience review IJRSE (2017).pdf (247.13 kB)
Approaches to measuring academic resilience: A systematic review
journal contribution
posted on 2018-05-29, 13:33 authored by Kate E. Tudor, Christopher SprayChristopher SprayRecent years have seen increased government funding into resilience-building programmes in schools. However, practitioners are unable to assess the efficacy of interventions due to the lack of an available measure of academic resilience. The aim of this review is to provide an
overview of the methods investigators have employed to measure academic resilience. A
computerised literature search was conducted to identify journal articles where academic
resilience was either; a) inferred through assessment of risk and positive adaptation or b) assessed using a measurement scale comprising protective factors. Results demonstrated significant variability in the factors utilised to represent risk and positive adaptation, and an inconsistent use of measurement scales. Different approaches to measuring academic resilience across studies leads to inconsistencies when estimating prevalence of the concept
and the impact of resilience-based interventions. A discussion of the psychometric rigor of approaches to assessment is provided, with specific recommendations for future development
of a measurement of academic resilience.
History
School
- Sport, Exercise and Health Sciences
Published in
International Journal of Research Studies in EducationVolume
7Issue
4Citation
TUDOR, K.E. and SPRAY, C.M., 2017. Approaches to measuring academic resilience: A systematic review. International Journal of Research Studies in Education, 7 (4), pp.41-61.Publisher
Consortia Academia Publishing © The AuthorsVersion
- VoR (Version of Record)
Publisher statement
This work is made available according to the conditions of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) licence. Full details of this licence are available at: https://creativecommons.org/licenses/by-nc-nd/4.0/Acceptance date
2017-09-30Publication date
2017-10-07Notes
This is an Open Access Article. It is published by Consortia Academia Publishing under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International Licence (CC BY-NC-ND). Full details of this licence are available at: https://creativecommons.org/licenses/by-nc-nd/4.0/ISSN
2243-7703eISSN
2243-7711Publisher version
Language
- en