Association between Reading Activities and Approaches to Learning with Academic Resilience: a Cross-country Analysis  

Oleh:

Chua, B.W.

Jenis: Article from Proceeding
Dalam koleksi: The International Symposium on Social Sciences (TISSS) and Hong Kong International Conference on Education, Psychology and Society (HKICEPS) at Hongkong, December 2013, page 495-503.
Topik: academic resilience; engagement in reading activities; approaches to learning
Fulltext: Hong Kong-Conference 82.pdf (426.33KB)

Isi artikel

This article explores the association between two broad themes – engagement in reading activities and approaches to learning - with academic resilience based on an analysis of the reading performance of students who participated in the Programme for International Student Assessment (PISA) 2009. Academically resilient students are disadvantaged in terms of their economic, social and cultural status (ESCS) but have performed above expectations in the assessment. The differences between resilient and non-resilient students in these two broad themes were examined. A logistic regression model was used to explore which particular variables were associated with higher likelihood of academic resilience. A crosscountry comparison was made of the similarities and differences in the variables which were positively associated with academic resilience. The limitations and implications of the findings were also discussed.

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