Academic Resilience.pdf

8/17/2019 Academic Resilience.pdf

1/17

Exploring the Measurement of

Academic Resilience

S. Mitchell Colp, MSc

David W. Nordstokke, PhD

Resilience and Psychometrics Research Lab


2/17

Throughout the majority of this symposium, resilience has

been described as a construc t that is composed of numerous

traits which help individuals manage advers ity.

As visual example, resilience could be depicted as a shield

which helps cushion the impact of negative life events.

RESILIENCE


3/17

If we continue with the “resilience shield” analogy, there are

many materials or factors that have been empirically

demonstrated to compose it.

SHIELD ANALOGY

Internal Factors

Interactions

External Factors


4/17

The funny thing about shields is that there are many different

styles to suit a variety of needs.

SHIELD ANALOGY

Kite Heater Buckler Pavise


5/17

Common Themes

SHIELD ANALOGY


6/17

SHIELD ANALOGY

Protection


7/17

Could resilience be similar in this fashion?

RESILIENCE

Resilience


8/17

RESILIENCE

cademic Resilience

Behavioral

Resilience

Emotional Resilience

Social

Resilience

Resilience


9/17

RESILIENCE

cademic Resilience

Resilience


10/17

The ability to overcome situational adversity and achieve

academicall y (Wang, Haerte l & Walberg , 1994) .

ACADEMIC RESILIENCE


11/17

Defining Resilient Outcomes

Conventional Approaches

Limited Research

Sampling

Theory Development

Instrument Construction

MEASURING ACADEMIC RESILIENCE


12/17

Martin and Marsh (2006) created a theoretical model of

academic resilience and believed it could predict of school

enjoyment, class participation, and general self-esteem

outcomes.

5-C Model of Academic Resilience

Confidence (i.e., self-efficacy)

Coordination (i.e., planning)

Control (i.e., locus of control)

Composure (i.e., anxiety)

Commitment (i.e., persistence)

Academic Resilience Scale (ARS)

ACADEMIC RESILIENCE SCALE (ARS)


13/17

The ARS contains six questions and was validated within an

Australian high school sample of 402 students.

Promising Psychometric Properties

ACADEMIC RESILIENCE SCALE (ARS)

Items

1. I believe I’m mentally tough when it comes to exams

2. I don’t let study stress get on top of me.

3. I’m good at bouncing back from a poor mark in my schoolwork.

4. I think I’m good at dealing with schoolwork pressures.

5. I don’t let a bad mark affect my confidence.

6. I’m good at dealing with setbacks at school.


14/17

Can the ARS maintain its psychometric integrity within a

sample of first-year undergraduate students from a Canadian

institution?

PRESENT STUDY


15/17

Administered to 163 first-year undergraduate students from a

Canadian institution.

Instrument was found to be generally reliable (α = .90).

Confirmatory Factor Analysis demonstrated poor model fit.

Fit Indices

CFI = .91; NNFI = .85; SRMR = .07; RMSEA = .26

(Browne & Cudeck, 1993; Hu & Bentler, 1999)

ARS RESULTS

Item 1 Item 2 Item 3 Item 4 Item 5 Item 6

Academic Resilience

.65 .70 .82 .80 .84 .88


16/17

New measurement models.

Exploration of additional factors.

Recognition of diversity within differing populations.

DISCUSSION

AcademicResilience

AcademicSelf-Efficacy

Locus ofControl

Optimism Self-RegulationEmotionalRegulation


17/17

Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes

in covariance structure analysis: Conventional criteria versus

new alternatives. Structural Equation Modeling: A

Multidisciplinary Journal, 6 , 1-55.

Martin, A. J (2006). Academic resilience and its psychologicaland educational correlates: A construct validity approach.

Psychology in the Schools, 43 (3), 267-281.

Wang, M. C., Haertel, G. D., & Walberg, H. J. (1994).

Educational resilience in inner cities. In M. C. Wang & E. W.

Gordon (Eds.), Educational resilience in inner-city America:Challenges and prospects (pp. 45-72). Mahwah, NJ: Lawrence

Erlbaum.

REFERENCE

Academic Resilience.pdf

Documents

Transcript of Academic Resilience.pdf