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Resilient students' goals and motivation.

K A Rouse1

  • 1The Ohio State University, Columbus, OH 43210-1295, USA.

Journal of Adolescence
|September 11, 2001
PubMed
Summary

This study compares academic resilience, self-concept, and motivation across different student groups. Findings reveal significant differences in cognitive and social beliefs among resilient and non-resilient students from various backgrounds.

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Area of Science:

  • Educational Psychology
  • Developmental Psychology

Background:

  • Academic resilience is crucial for students from adverse environments.
  • Understanding motivational patterns differentiates high-achieving resilient students from others.

Purpose of the Study:

  • To explore and compare self-concept and motivational patterns.
  • To analyze differences between academically resilient, non-resilient, advantaged achievers, and advantaged low-achievers.

Main Methods:

  • Utilized the Assessment of Personal Agency Beliefs and the High School Assessment of Academic Self-Concept.
  • Compared four groups: resilient, non-resilient, advantaged achievers, and advantaged low-achievers.
  • Analyzed cognitive beliefs, social beliefs, general extra-curricular beliefs, and personal trust subscales.

Main Results:

  • Significant differences were found in cognitive beliefs subscale.
  • Significant differences were observed in social beliefs subscale.
  • Significant results were noted in general extra-curricular beliefs subscale and personal trust subscale.

Conclusions:

  • Self-concept and motivational patterns vary significantly across student groups.
  • Environmental and personal factors influence academic achievement and resilience.
  • Further research can inform targeted interventions for diverse student populations.

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