exploring the learning success factors of resilient students: the engagement perspective dian-fu...
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Exploring the Learning Success
Factors of Resilient Students: The Engagement Perspective
Exploring the Learning Success
Factors of Resilient Students: The Engagement Perspective
Dian-Fu Chang Tamkang University
Hsiao-Chi Chang UC Davis, Sung-Po Lin
Definition of Resilient StudentsDefinition of Resilient StudentsThey espouse psychological features of
resilience.They are students who are willing to
conquer the barriers during their academic journey and eventually reward by their excellent academic achievement.
Resilient student in this study are students with an economically disadvantaged family background.
Purpose of the StudyPurpose of the Study
Investigate the factors that underlying the success of resilient students.
Previous Studies focus on personality rather than engagement of resilient students.
This study employs engagement theory to explore the factors that promote the success of resilient students.
Literature ReviewLiterature Review
Context of the StudyContext of the StudyGlobal:
PISA Report did not further discuss the backgrounds, motivation, characteristics and learning related factors of resilient of students.
Taiwan: Students are deeply influenced by
Confucianism and its belief system.
Characteristics of Resilient StudentsCharacteristics of Resilient Students
Psychological: Strong will Self-efficacy Positive Attitudes or Positive thinking Behaviors go beyond the confinement
Contextual: Strong Family support Teachers providing opportunity
Theoretical FrameworkTheoretical FrameworkEngagement is positively correlated to
academic achievementEngagement versus PersonalityEngagement theory in this study:
Behavioral engagement Cognitive engagement Emotional engagement
Data CollectionData CollectionSampling population:
1,323 senior high school students
Demographic backgrounds of Students: Age ranged from 15 to18 years old 34 Senior High Schools
InstrumentInstrumentAcademic performance is the score of General
Scholastic Ability Test (GSAT): Academic proficiency of
• Chinese Language Art• English• Mathematics • Social Study • Science
18 items regarding student engagement.
MethodMethodFactor AnalysisANOVAMultiple Regression
Distribution of resilient studentsDistribution of resilient students91 resilient students (6.9%), 131 non-
resilient students (9.9%), and 1,101 average students (83.2%)
Backgrounds of Resilient students: Low socio-economic backgrounds High Academic Performance
Engagement Levels of StudentsEngagement Levels of Students
Ave
rage
Res
ilie
nt
Non
-res
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nt
Ave
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nt
Non
-res
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Ave
rage
Res
ilie
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Non
-res
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Ave
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Res
ilie
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Non
-res
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Indirect-behav-ioral Engage-
ment
Direct-behav-ioral En-gagement
Emotional Engagement
Cognitive Engagement
-0.4-0.3-0.2-0.1
00.10.20.30.40.5
Regression ModelsRegression ModelsGroup Model R2
All students .130
Average Students
.124
Resilient Students
.203
Non-resilient Students
.269
Y:GSAT Score; X1:Indirect-behavioral Engagement; X2:Direct-behavioral Engagement; X3:Emotional Engagement; X4:Cognitive Engagement
DiscussionDiscussionThe personality of resilient students is a key
factor to their levels of engagement, specifically their enjoyment in learning.
Resilient students have better interaction with others, thus able to obtain the assistance from others.
Self-regulation of resilient students is crucial to keep their positive attitudes toward learning.
ConclusionConclusionStimulating student engagement is more
important than providing resources, specifically to economically disadvantaged students.
Emotional engagement is the key factor behind the academic success of resilient students.
Questions?Questions?