Nathaniel J. Hunsu , Adurangba V. Oje , Emily E. Tanner-Smith , Olusola Adesope
{"title":"学术恢复力研究中风险因素、保护因素与成绩之间的关系:元分析综述","authors":"Nathaniel J. Hunsu , Adurangba V. Oje , Emily E. Tanner-Smith , Olusola Adesope","doi":"10.1016/j.edurev.2023.100548","DOIUrl":null,"url":null,"abstract":"<div><p>Academic resilience describes the capability to bounce back from adverse circumstances and maintain positive psychological and academic well-being in school. Several prior studies have identified different risk factors that may cause academic setbacks, as well as protective factors that may mitigate the effects of such risk factors and promote academic resilience. Although academic resilience studies have increasingly reported the correlations between these various risk factors, protective factors, and measures of academic achievement, no published review has previously summarized the relative strength of these relationships. This meta-analysis of correlational evidence identified major risk and protective factors reported in the extant academic resilience literature. It also estimated the magnitude and direction of their relationships with academic achievement outcomes. A total of 56 studies and 239 effect sizes were included in the review. The aggregated correlations of relationships between risk, protective factors and achievement outcomes were small but statistically significant. The aggregated correlations of risk and protective factors and academic achievement were <em>r</em> = −0.16 and <em>r</em> = 0.16, respectively. The correlations between achievement and specific family, individual, and societal-related risk factors were significant and higher than the aggregate. Similarly, the correlations of achievement and specific ability, belief, and institutional protective factor variables were statistically significant. Implications of these relationships for future academic resilience studies are discussed.</p></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":null,"pages":null},"PeriodicalIF":9.6000,"publicationDate":"2023-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"Relationships between risk factors, protective factors and achievement outcomes in academic resilience research: A meta-analytic review\",\"authors\":\"Nathaniel J. Hunsu , Adurangba V. Oje , Emily E. Tanner-Smith , Olusola Adesope\",\"doi\":\"10.1016/j.edurev.2023.100548\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><p>Academic resilience describes the capability to bounce back from adverse circumstances and maintain positive psychological and academic well-being in school. Several prior studies have identified different risk factors that may cause academic setbacks, as well as protective factors that may mitigate the effects of such risk factors and promote academic resilience. Although academic resilience studies have increasingly reported the correlations between these various risk factors, protective factors, and measures of academic achievement, no published review has previously summarized the relative strength of these relationships. This meta-analysis of correlational evidence identified major risk and protective factors reported in the extant academic resilience literature. It also estimated the magnitude and direction of their relationships with academic achievement outcomes. A total of 56 studies and 239 effect sizes were included in the review. The aggregated correlations of relationships between risk, protective factors and achievement outcomes were small but statistically significant. The aggregated correlations of risk and protective factors and academic achievement were <em>r</em> = −0.16 and <em>r</em> = 0.16, respectively. The correlations between achievement and specific family, individual, and societal-related risk factors were significant and higher than the aggregate. Similarly, the correlations of achievement and specific ability, belief, and institutional protective factor variables were statistically significant. Implications of these relationships for future academic resilience studies are discussed.</p></div>\",\"PeriodicalId\":48125,\"journal\":{\"name\":\"Educational Research Review\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":9.6000,\"publicationDate\":\"2023-07-07\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Educational Research Review\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S1747938X23000416\",\"RegionNum\":1,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Educational Research Review","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S1747938X23000416","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Relationships between risk factors, protective factors and achievement outcomes in academic resilience research: A meta-analytic review
Academic resilience describes the capability to bounce back from adverse circumstances and maintain positive psychological and academic well-being in school. Several prior studies have identified different risk factors that may cause academic setbacks, as well as protective factors that may mitigate the effects of such risk factors and promote academic resilience. Although academic resilience studies have increasingly reported the correlations between these various risk factors, protective factors, and measures of academic achievement, no published review has previously summarized the relative strength of these relationships. This meta-analysis of correlational evidence identified major risk and protective factors reported in the extant academic resilience literature. It also estimated the magnitude and direction of their relationships with academic achievement outcomes. A total of 56 studies and 239 effect sizes were included in the review. The aggregated correlations of relationships between risk, protective factors and achievement outcomes were small but statistically significant. The aggregated correlations of risk and protective factors and academic achievement were r = −0.16 and r = 0.16, respectively. The correlations between achievement and specific family, individual, and societal-related risk factors were significant and higher than the aggregate. Similarly, the correlations of achievement and specific ability, belief, and institutional protective factor variables were statistically significant. Implications of these relationships for future academic resilience studies are discussed.
期刊介绍:
Educational Research Review is an international journal catering to researchers and diverse agencies keen on reviewing studies and theoretical papers in education at any level. The journal welcomes high-quality articles that address educational research problems through a review approach, encompassing thematic or methodological reviews and meta-analyses. With an inclusive scope, the journal does not limit itself to any specific age range and invites articles across various settings where learning and education take place, such as schools, corporate training, and both formal and informal educational environments.