Resilience (Personality), Disadvantaged, Academic achievement, Socioeconomic background, Student attitudes, Reading enjoyment, Goal orientation, Student motivation, International comparisons, Secondary school students
Socioeconomically disadvantaged students (i.e. those whose scores on a constructed measure of social and cultural capital are below a specified cut-off, usually the 25th percentile) have been found to be more likely to drop out of school, repeat a grade, achieve lower levels at senior secondary school, and score lower on tests such as the Programme for International Student Assessment (PISA). Despite this association between socioeconomic disadvantage and poorer outcomes related to education, a percentage of students who come from disadvantaged backgrounds enjoy success at school. This apparent success despite the odds is of interest to researchers and educators alike – what, if any, characteristics do these academically resilient students share, why might this be and what can we learn from this group of students, however small, that might assist in improving outcomes for all students, regardless of their socioeconomic background?
Thomson, S. (2021). PISA 2018: Australia in Focus Number 1: Academic resilience among Australian students. Australian Council for Educational Research (ACER). https://research.acer.edu.au/ozpisa/52
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 3.0 License.
Copyright Australian Council for Educational Research 2021
This material must be attributed as: PISA 2018: Australia in Focus Number 1: Academic resilience among Australian students by Sue Thomson (Australian Council for Educational Research) under contract with the Commonwealth of Australia as represented by the Department of Education, Skills and Employment who is the copyright owner of the material.
Place of Publication
Australian Council for Educational Research (ACER)
978-1-74286-624-6 [print] 978-1-74286-625-3 [PDF]