An Academic Resilience Scale And Model For Malaysian Adolescents

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dc.contributor.authorSeffetullah Kuldas
dc.date.accessioned2021-03-22T07:41:12Z
dc.date.available2021-03-22T07:41:12Z
dc.date.issued2018-08
dc.description.abstractDespite their socioeconomically-disadvantaged backgrounds, which impede academic achievements of the majority, some adolescents can academically succeed. This exceptional achievement, defined as academic resilience, raises the question: what and how individual, familial, and school factors enable some adolescent students to perform the same task better than their peers from the same socioeconomic status (low SES). To enhance understanding of this question and to explore factors underlying academic resilience from the local sociocultural frame of reference, this quantitative research integrated various theoretical and empirical literature into a “Socio-Eco-Cultural-Transactional Framework of Academic Resilience”. Using this framework, an academic resilience scale and model for Malaysian adolescents was developed. Reliability and validity of the scale and model were tested and established through pilot and main studies on academic resilience of adolescents with low SES in a rural area of Kedah, Malaysia. The participants were randomly selected through a venue-day-time sampling technique. Using FACTOR 10.7 version, a Minimum Rank Factor Analysis of data collected from pilot study 2 (N = 308) and 4 (N = 127) identified two interpersonal resources and two intrapersonal assets of academic resilience. The resources appeared to be “perceived parental care” and “perceived teacher care”, while the assets appeared “academic performance goal” and “educational optimism”. A Partial Least Square-Structural Equation Modelling (PLSSEM) analysis, using SmartPLS 3.2.7 version, displayed that the intrapersonal assets mediate the positive effect of interpersonal resources on grade point average (GPA) of academically-resilient adolescents participated in the main study (N = 190). As a result, three significant findings could be highlighted. First, perceived parental care appeared to be the best interpersonal resource that explains most of the positive variance in both academic performance goal and educational optimism. Second, perceived teacher care exerted the stronger influence on academic performance goal than on educational optimism. Third, academic performance goal was the best intrapersonal asset that explains most of the positive contribution to exam performance. Based on these findings, the research has provided (a) a reliable and valid scale for measuring academic resilience and (b) proposed a model for enhancing the interpersonal resources and intrapersonal assets of non-resilient students among adolescents in Malaysia. The model has implications for policymakers, school administrators, school teachers, and parents by enhancing the understanding why some students are academically resilient, while not their peers from the same SES, school, and neighbourhood.en_US
dc.identifier.urihttp://hdl.handle.net/123456789/12413
dc.language.isoenen_US
dc.publisherUniversiti Sains Malaysiaen_US
dc.subjectAcademic achievementen_US
dc.subjectStudent-centered learningen_US
dc.titleAn Academic Resilience Scale And Model For Malaysian Adolescentsen_US
dc.typeThesisen_US
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