Association of Engagement, Drive and Self-Beliefs to Academic Resilience: An Analysis of Data from PISA 2012


This article explored the association of three broad themes 'students' school engagement, drive and motivation, and self-beliefs, dispositions and participation in mathematics activities - to academic resilience. The analysis was based on the mathematics performance of students in the Programme for International Student Assessment (PISA) 2012. Academically resilient students (RES) were disadvantaged in terms of their economic, social and cultural status but have transcended their circumstances to perform above expectations. On the other hand, disadvantaged low achievers (DLA) were disadvantaged students who have performed below expectations. The differences between RES and DLA students in the indicators under each theme were first examined individually. A logistic regression model was next used to explore which of the indicators, when analysed simultaneously, were associated with higher likelihood of academic resilience. A cross-country comparison using multidimensional scaling analysis was made of the similarities and differences in the indicators which were associated with academic resilience. Results showed that students� self-efficacy has the strongest association to academic resilience. The limitations and implications of the findings were discussed.

Author Information
Boon Wee Chua, Ministry of Education, Singapore
Simon Sim, Ministry of Education, Singapore

Paper Information
Conference: ACE2015
Stream: Student learning

This paper is part of the ACE2015 Conference Proceedings (View)
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Posted by James Alexander Gordon