Grit and Academic Resilience During the Covid-19 Pandemic

This paper assesses the psychometric properties of the Student Motivation Scale, an instrument measuring school students' motivation. Motivation is assessed through nine measures, separated into what are referred to as boosters and guzzlers. Boosters are constructs that reflect adaptive motivation and guzzlers are constructs that reflect less adaptive motivation. Boosters are subsumed by thoughts (self-belief, learning focus, value of schooling) and behaviours (persistence and planning and monitoring). Guzzlers are subsumed by thoughts or feelings (low control and anxiety) and behaviours (avoidance and self-sabotage). Data show that the Student Motivation Scale has a clear factor structure reflecting the hypothesised five boosters and four guzzlers, is reliable, and correlated with achievement. Gender and year level differences also emerge: girls are significantly more learning focused and engage in more planning and monitoring than boys; girls are significantly more anxious than boys; Year 9 students are significantly lower than Year 10 and Year 11 students in learning focus, significantly higher than Year 11 students in avoidance, and significantly higher than Year 10 and Year 11 students in self-sabotage. Strategies for intervention are discussed in the context of these findings and the issue of academic resilience is introduced as an additional aspect of motivation that the Student Motivation Scale is able to assess.

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Academic resilience: underlying norms and validity of definitions

Educational Assessment Evaluation and Accountability ◽

10.1007/s11092-020-09351-7 ◽

2021 ◽

Vol 33 (1) ◽

pp. 169-202

Author(s):

Wangqiong Ye ◽

Rolf Strietholt ◽

Sigrid Blömeke

Keyword(s):

Hong Kong ◽

Large Scale ◽

Developmental State ◽

Academic Resilience ◽

Economic Capital ◽

Student Background ◽

Large Scale Assessment ◽

And Performance ◽

Diverse Cultures ◽

Country Specific

AbstractAcademic resilience refers to students’ capacity to perform highly despite a disadvantaged background. Although most studies using international large-scale assessment (ILSA) data defined academic resilience with two criteria, student background and achievement, their conceptualizations and operationalizations varied substantially. In a systematic review, we identified 20 ILSA studies applying different criteria, different approaches to setting thresholds (the same fixed ones across countries or relative country-specific ones), and different threshold levels. Our study on the validity of these differences and how they affected the composition of academically resilient students revealed that the classification depended heavily on the threshold applied. When a fixed background threshold was applied, the classification was likely to be affected by the developmental state of a country. This could result in an overestimation of the proportions of academically resilient students in some countries while an underestimation in others. Furthermore, compared to the application of a social or economic capital indication, applying a cultural capital indicator may lead to lower shares of disadvantaged students classified as academically resilient. The composition of academically resilient students varied significantly by gender and language depending on which indicator of human capital or which thresholds were applied reflecting underlying societal characteristics. Conclusions drawn from such different results depending on the specific conceptualizations and operationalizations would vary greatly. Finally, our study utilizing PISA 2015 data from three countries representing diverse cultures and performance levels revealed that a stronger sense of belonging to a school significantly increased the chances to be classified as academically resilient in Peru, but not in Norway or Hong Kong. In contrast, absence from school was significantly associated with academic resilience in Norway and Hong Kong, but not in Peru.

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Higher education amid COVID-19 pandemic: contributions from resilience, positive orientation and grit

Journal of Applied Research in Higher Education ◽

10.1108/jarhe-05-2021-0189 ◽

2021 ◽

Vol ahead-of-print (ahead-of-print) ◽

Author(s):

Afsaneh Ghanizadeh

Keyword(s):

Academic Achievement ◽

University Students ◽

Structural Equation ◽

Online Survey ◽

Self Regulation ◽

Academic Resilience ◽

Equation Modeling ◽

Positive Orientation ◽

Major Purpose ◽

Content Type

PurposeThe major purpose of the present study is to investigate the contribution of academic resilience in accounting for two motivational and attitudinal constructs ? Grit and positive orientation and also probe the predictive power of all these constructs in academic achievement of university students in the midst of the pandemic COVID-19.Design/methodology/approach521 university students participated in an online survey. To measure academic resilience, a scale designed and validated by Kim and Kim (2016) comprising 26 items was employed. The scale contains five sub-factors: perceived happiness, empathy, sociability, persistence and self-regulation. Grit was assessed via an 8-item scale comprising two facets: perseverance of effort (PE) and consistency of interest (CI). It was designed by Duckworth and Gross (2014). Positive orientation was determined through positivity scale developed by Caprara et al. (2010), consisting of eight items.FindingsThe results of structural equation modeling (SEM) revealed that resilience positively and significantly predicted both grit (β = 0.56, t = 6.41) and positive orientation (β = 0.54, t = 6.35). Resilience also predicted academic achievement directly (β = 0.71, t = 9.12) and indirectly via its impact on grit and positive orientation. It was also found that positive orientation and grit are positively and highly associated (β = 0.77, t = 9.28).Originality/valueThe pandemic COVID-19 brought about substantial changes in university students' education and their overall life style. Many university students around the globe experienced virtual education. Balancing personal and academic roles in these unprecedented conditions seems to be a tough challenge for every university student.

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Digital Feedback and Academic Resilience

Proceedings of the International Conference on Information Technology & Systems (ICITS 2018) - Advances in Intelligent Systems and Computing ◽

10.1007/978-3-319-73450-7_95 ◽

2018 ◽

pp. 1004-1013

Author(s):

Laura Guerra ◽

Dulce Rivero ◽

Stalin Arciniegas ◽

Santiago Quishpe

Keyword(s):

Academic Resilience

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A colonial take on island life

Dialogues in Human Geography ◽

10.1177/2043820612449305 ◽

2012 ◽

Vol 2 (2) ◽

pp. 150-157 ◽

Cited By ~ 1

Author(s):

Phil McDermott

Keyword(s):

Economic Geography ◽

Real World ◽

Academic Resilience ◽

Market Model ◽

New Economic Geography ◽

The Real

Peck’s (2012) reaction to the colonizing impulse of economics is a call to consolidation of economic geography, better connecting diverse sites of inquiry. This appears to be a reaction to the current incursion of orthodoxy in the form of the New Economic Geography into the domain of the old economic geography. This incursion carries with it the ideological eminence of the market which oversimplifies the nature of exchange and consequently obscures the processes which shape places. I question Peck’s proposition. From an applied perspective our understanding of the real world benefits from the heterogeneity of economic geography. Academic resilience comes from diversity. As a result, economic geography already provides a strong and grounded basis for resisting the monotheism of orthodox economics. (I also question the use of the island life analogy as a didactic device in a critique of a similar device, the neoclassical market model.)

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