Academic resilience is a critical topic that has been around for decades and contains a variety of theoretical models, research approaches, and remarkable results. Among them, teacher support and parent involvement are viewed as protective factors that can prevent students from academic downward performance who are in adversity. But, our arguments are that different severity levels in adversity may make a different impact on such protective factors. Therefore, there seemed need to be clarified the different impacts from the risk or protective factors which really make a difference.
In this current study, we combine four wave samples as in adversity up to 3570 subjects from the Taiwan Database of Children and Youth in Poverty (TDCYP). The latent class analysis model by TAM 4.1-4 and mediation analysis model by psych 2.2.9 package in R-language are used to classified the sample into five different adversity groups, which include: (1) disease group, (2) parent divorce group, (3) general group, (4) interpersonal conflict group, and (5) multiple troubles group. Four variables (e.g., academic performance, social-emotional performance, parent involvement, and teacher support) are used to discriminate well among these five groups. Only social-emotional performance completely mediates the relationship between teacher support and academic performance in parent divorce group and general group. Social-emotional performance partially mediates the relationship between parent involvement and academic performance in disease group, parent divorce group and general group, and interpersonal conflict group. The results and implication of findings are discussed. Final conclusions and future applications are also proposed and suggested.
Min-Ning Yu, National Chengchi University, Taiwan
Jie-Wen Tsai, National Chengchi University, Taiwan
About the Presenter(s)
Professor Min-Ning Yu is a University Professor/Principal Lecturer at University of Chengchi in Taiwan
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