Academic Resilience in Mathematics and ScienceEurope TIMSS-2019 Data

  1. Francisco Javier García-Crespo 1
  2. Javier Suárez-Álvarez 2
  3. Rubén Fernández-Alonso 3
  4. José Muñiz 4
  1. 1 Universidad Complutense de Madrid
    info

    Universidad Complutense de Madrid

    Madrid, España

    ROR 02p0gd045

  2. 2 University of Massachusetts Amherst
    info

    University of Massachusetts Amherst

    Amherst Center, Estados Unidos

    ROR https://ror.org/0072zz521

  3. 3 Universidad de Oviedo
    info

    Universidad de Oviedo

    Oviedo, España

    ROR https://ror.org/006gksa02

  4. 4 Universidad Nebrija
    info

    Universidad Nebrija

    Madrid, España

    ROR https://ror.org/03tzyrt94

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Zeitschrift:
Psicothema

ISSN: 0214-9915,  1886-144X

Datum der Publikation: 2022

Ausgabe: 34

Nummer: 2

Seiten: 217-225

Art: Artikel

DOI: 10.7334/PSICOTHEMA2021.486 DIALNET GOOGLE SCHOLAR lock_openOpen Access editor

Andere Publikationen in: Psicothema

Zusammenfassung

Background: Academically resilient students are those who exhibit high performance starting from a disadvantaged socioeconomic situation. This study aims to identify the personal, school, and national factors that are associated with that resilience in the European Union (EU). Method: The sample comprised 96556 fourth grade students from 21 EU countries participating in TIMSS-2019. Two three-level logistic regression models were specified for the overall sample. Results: The EU has an average of 25.67% resilient students in mathematics and 24.16% in science. Student confidence and having done prior linguistic tasks at school were the variables with the most predictive power after accounting for gender and students’ immigrant background. The European countries analyzed largely compensated for the doubly-disadvantaged situation of immigrant students. Those countries with higher proportions of low-performing students had fewer resilient students. Conclusions: The educational policies in the EU member states are able to largely compensate for unfavorable starting positions; fundamentally, policies of a social nature such as support for immigrant students, families, or schools.

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Fuente de los datos: Dialnet