Academic Resilience in Mathematics Öffentlichkeit
Ricketts, Shanna Nicole (2015)
Abstract
Abstract
Academic Resilience in Mathematics
By Shanna N. Ricketts
Background: Resilience has typically been identified based on an outcome-based perspective. That is, certain criteria are chosen by which resilience is identified. These criteria include a measure of risk and a measure of successful outcome. Resilience then is inferred based on the intersection of these two criteria. However, placing the study of resilience within a social cognitive theory framework raises the importance of self-perceptions. Self-perceptions of resilience may give us different information from the outcome-based methods that have dominated the literature.
Purpose: This study expands on the current literature on academic resilience by exploring the construct as measured from the student perspective. Specifically, this study focuses on four guiding questions: 1) What is the relationship between a student's academic resilience as defined from an outcome-based perspective and that student's academic resilience as defined by self-perceptions? 2) Do student self-perceptions of academic resilience mediate the relationship between risk and academic achievement for all students? 3) Do student self-perceptions of academic resilience function differently for students at various levels of risk? 4) What is the role of academic resilience in mediating variables related to mindsets, self-regulated learning, and academic achievement?
Methods: The methods used include Rasch analyses for exploration of the congruence between academic resilience measured based on outcomes and measured based on student perceptions. Hierarchical regression modeling is used to investigate the potentially mediating role of student self-perceptions of academic resilience between risks and academic outcomes. Structural equation modeling is used to explore the potentially mediating role of academic resilience between student mindsets and outcomes. Rasch-based analyses are conducted using the Facets program (Linacre, 2013). Hierarchical regression modeling is performed using the nestreg command in Stata: Release 13 (StataCorp, 2013). Structural equation modeling is performed using LISREL 9.1 (Joreskog & Sorbom, 2012).
Major Findings: Results from the Rasch-based analyses indicate that the two different methods of measuring academic resilience are not congruent. The hierarchical regression models suggest the greater importance that student perceptions of academic resilience play for those students facing risk. The structural equation model highlights the mediating role that academic resilience plays in helping to predict academic success.
Table of Contents
Table of Contents
Chapter One: Introduction..................................................................... 1
Purpose of the Study......................................................................... .....5
Research Questions................................................................................ 6
Chapter Two: Review of the Literature................................................. 9
Chapter Three: Exploring the Relationship between an Outcome-Based Definition of Academic Resilience and Self-Perceptions of Academic Resilience.............................................................................. 19
Theoretical Overview.......................................................................... 20
Methods............................................................................................... 26
Procedure............................................................................................. 29
Results.................................................................................................. 30
Discussion............................................................................................ 32
Chapter Four: Academic Resilience and its Ability to Differentiate Student Outcomes.................................................................................. 35
Theoretical Framework....................................................................... 36
Purpose................................................................................................. 38
Method................................................................................................. 38
Procedure............................................................................................. 40
Results.................................................................................................. 42
Discussion............................................................................................ 43
Chapter Five: Exploring the Mediating Role of Academic Resilience................................................................................................ 47
Hypothesis........................................................................................... 52
Method................................................................................................. 53
Data Analysis....................................................................................... 56
Results.................................................................................................. 59
Discussion............................................................................................ 61
Chapter Six: Discussion......................................................................... 64
References.............................................................................................. 71
List of Appendices
Appendix A: Select Academic Resilience Studies................................ 105
Appendix B: Academic Resilience in Mathematics (ARM) Scale........ 107
Appendix C: Implicit Theories of Intelligence Scale........................... 108
Appendix D: Self-Regulated Learning Scale........................................ 109
Appendix E: IRB Determination Letter................................................ 110
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