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Exploring the Measurement of
Academic Resilience
S. Mitchell Colp, MSc
David W. Nordstokke, PhD
Resilience and Psychometrics Research Lab
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Throughout the majority of this symposium, resilience has
been described as a construc t that is composed of numerous
traits which help individuals manage advers ity.
As visual example, resilience could be depicted as a shield
which helps cushion the impact of negative life events.
RESILIENCE
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If we continue with the “resilience shield” analogy, there are
many materials or factors that have been empirically
demonstrated to compose it.
SHIELD ANALOGY
Internal Factors
Interactions
External Factors
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The funny thing about shields is that there are many different
styles to suit a variety of needs.
SHIELD ANALOGY
Kite Heater Buckler Pavise
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Common Themes
SHIELD ANALOGY
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SHIELD ANALOGY
Protection
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Could resilience be similar in this fashion?
RESILIENCE
Resilience
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RESILIENCE
cademic Resilience
Behavioral
Resilience
Emotional Resilience
Social
Resilience
Resilience
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RESILIENCE
cademic Resilience
Resilience
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The ability to overcome situational adversity and achieve
academicall y (Wang, Haerte l & Walberg , 1994) .
ACADEMIC RESILIENCE
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Defining Resilient Outcomes
Conventional Approaches
Limited Research
Sampling
Theory Development
Instrument Construction
MEASURING ACADEMIC RESILIENCE
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Martin and Marsh (2006) created a theoretical model of
academic resilience and believed it could predict of school
enjoyment, class participation, and general self-esteem
outcomes.
5-C Model of Academic Resilience
Confidence (i.e., self-efficacy)
Coordination (i.e., planning)
Control (i.e., locus of control)
Composure (i.e., anxiety)
Commitment (i.e., persistence)
Academic Resilience Scale (ARS)
ACADEMIC RESILIENCE SCALE (ARS)
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The ARS contains six questions and was validated within an
Australian high school sample of 402 students.
Promising Psychometric Properties
ACADEMIC RESILIENCE SCALE (ARS)
Items
1. I believe I’m mentally tough when it comes to exams
2. I don’t let study stress get on top of me.
3. I’m good at bouncing back from a poor mark in my schoolwork.
4. I think I’m good at dealing with schoolwork pressures.
5. I don’t let a bad mark affect my confidence.
6. I’m good at dealing with setbacks at school.
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Can the ARS maintain its psychometric integrity within a
sample of first-year undergraduate students from a Canadian
institution?
PRESENT STUDY
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Administered to 163 first-year undergraduate students from a
Canadian institution.
Instrument was found to be generally reliable (α = .90).
Confirmatory Factor Analysis demonstrated poor model fit.
Fit Indices
CFI = .91; NNFI = .85; SRMR = .07; RMSEA = .26
(Browne & Cudeck, 1993; Hu & Bentler, 1999)
ARS RESULTS
Item 1 Item 2 Item 3 Item 4 Item 5 Item 6
Academic Resilience
.65 .70 .82 .80 .84 .88
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New measurement models.
Exploration of additional factors.
Recognition of diversity within differing populations.
DISCUSSION
AcademicResilience
AcademicSelf-Efficacy
Locus ofControl
Optimism Self-RegulationEmotionalRegulation
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Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes
in covariance structure analysis: Conventional criteria versus
new alternatives. Structural Equation Modeling: A
Multidisciplinary Journal, 6 , 1-55.
Martin, A. J (2006). Academic resilience and its psychologicaland educational correlates: A construct validity approach.
Psychology in the Schools, 43 (3), 267-281.
Wang, M. C., Haertel, G. D., & Walberg, H. J. (1994).
Educational resilience in inner cities. In M. C. Wang & E. W.
Gordon (Eds.), Educational resilience in inner-city America:Challenges and prospects (pp. 45-72). Mahwah, NJ: Lawrence
Erlbaum.
REFERENCE