Francisco Javier García-Crespo|Rubén Fernández-Alonso|José Muñiz
Academic resilience in European countries: The role of teachers, families, and student profiles
Universidad Complutense de Madrid|Universidad de Oviedo|Universidad Nebrija
academic resilience students ability achieve academic results significantly higher would expected according socioeconomic level study aimed identify characteristics students families teacher activities greatest impact academic resilience sample comprised 117539 fourth grade students 6222 teachers 4324 schools member states european union participated pirls 2016 study specified twolevel hierarchical linear model two phases first level used students personal family background variables second level used variables related teaching activity first phase used complete model countries regions second phase produced model country highest possible number statistically significant variables results indicated students personal family variables best predicted resilience reading selfconfidence index increased probability student resilience 62 130 percentage points feeling belonging school increased chances resilient 40 percentage points support family starting primary school students lithuania done early literary activities family setting twice likely resilient teachingrelated factors best predicting resilience keeping order classroom safe orderly school environment increasing chances resilience 62 percentage points teaching focused comprehension reflection could increase probability resilience 61 percentage points