Resilient and low performer students: Personal and family determinants in European countries.
Academic Success
Attitude
Child
Comprehension
European Union
/ statistics & numerical data
Family
Female
Humans
Literacy
/ statistics & numerical data
Logistic Models
Male
Parents
Principal Component Analysis
Reading
Resilience, Psychological
Schools
Self Concept
Socioeconomic Factors
Students
/ psychology
Underachievement
Journal
Psicothema
ISSN: 1886-144X
Titre abrégé: Psicothema
Pays: Spain
ID NLM: 101189384
Informations de publication
Date de publication:
11 2019
11 2019
Historique:
entrez:
22
10
2019
pubmed:
22
10
2019
medline:
14
3
2020
Statut:
ppublish
Résumé
Students' academic achievement depends on their personal, family and sociocultural characteristics. This study aims to identify the personal and family factors of European students who do not perform as expected, whether by surpassing expectations (resilient) or by failing to meet them (low performers). The sample was composed of 117,539 fourth grade students who completed the Progress in International Reading Literacy Study (PIRLS) test, from 23 European Union countries. Academic performance was evaluated via a reading comprehension test. For each country, two binary logistic regression models were used, one for resilient students and the other for low performers. Variables related to the students and their families were used as predictor variables. Significant differences were found between European countries in terms of the proportion of resilient and low performing students. The two variables with the most predictive power were student confidence with reading, and having done early literacy activities. Students' personal characteristics and family conditions are instrumental in students being considered resilient or low performers.
Sections du résumé
BACKGROUND
Students' academic achievement depends on their personal, family and sociocultural characteristics. This study aims to identify the personal and family factors of European students who do not perform as expected, whether by surpassing expectations (resilient) or by failing to meet them (low performers).
METHOD
The sample was composed of 117,539 fourth grade students who completed the Progress in International Reading Literacy Study (PIRLS) test, from 23 European Union countries. Academic performance was evaluated via a reading comprehension test. For each country, two binary logistic regression models were used, one for resilient students and the other for low performers. Variables related to the students and their families were used as predictor variables.
RESULTS
Significant differences were found between European countries in terms of the proportion of resilient and low performing students. The two variables with the most predictive power were student confidence with reading, and having done early literacy activities.
CONCLUSIONS
Students' personal characteristics and family conditions are instrumental in students being considered resilient or low performers.
Identifiants
pubmed: 31634080
pii: 4553
doi: 10.7334/psicothema2019.245
doi:
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM