Jeffrey Liew|Qian Cao|Jan N. Hughes|Marike H. F. Deutz
Academic Resilience Despite Early Academic Adversity: A Three-Wave Longitudinal Study on Regulation-Related Resiliency, Interpersonal Relationships, and Achievement in First to Third Grade
Utrecht University
using biosocialecological systems framework examined whether interpersonal relationships school specifically teacherstudent peer relationships mediated link child resiliency temperamentbased adaptability reading math achievement sample children assessed experiencing early academic adversity participants 784 ethnically diverse students mean age year 1 657 years sd039 began school struggling readers weak reading skills relative peers scoring median schoolwide standardized literacy exam data childrens resiliency teacherstudent warmth conflict peer social preference peer liking reading math achievement scores collected across 3 years threewave longitudinal models mediation tested accounting students nested within classrooms baseline covariates ie ethnicity social economic status gender results showed peer relationships mediated effect resiliency reading math achievement teacherstudent relationships found mediator resiliency achievement findings suggest children early academic adversity resiliency protective factor future academic problems peer competence facilitating childrens academic engagement achievement