Academic resilience and its psychological and educational correlates: A construct validity approach

Andrew J. Martin; Herbert W. Marsh

doi:10.1002/pits.20149

journal article Feb 10, 2006

Academic resilience and its psychological and educational correlates: A construct validity approach

Andrew J. Martin

Herbert W. Marsh

Psychology in the Schools Vol. 43 No. 3 pp. 267-281 · Wiley

View at Publisher Save 10.1002/pits.20149

Abstract

AbstractThis study examines educational and psychological correlates of academic resilience using within‐network and between‐network validity approaches. Based on a sample of 402 Australian high‐school students, a newly developed unidimensional academic resilience construct found within‐network validity by way of sound item and factor properties. In terms of between‐network validity, correlation, path analysis, and cluster analysis showed that five factors predict academic resilience: self‐efficacy, control, planning, low anxiety, and persistence. Hence, a 5‐C model of academic resilience is proposed: confidence (self‐efficacy), coordination (planning), control, composure (low anxiety), and commitment (persistence). Path analysis also showed that academic resilience subsequently predicts three educational and psychological “outcomes”: enjoyment of school, class participation, and general self‐esteem. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 267–281, 2006.

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Details

Published: Feb 10, 2006
Vol/Issue: 43(3)
Pages: 267-281
License: View

Authors

a University of Oxford , Oxford , England

Cite This Article

Andrew J. Martin, Herbert W. Marsh (2006). Academic resilience and its psychological and educational correlates: A construct validity approach. Psychology in the Schools, 43(3), 267-281. https://doi.org/10.1002/pits.20149

Academic resilience and its psychological and educational correlates: A construct validity approach

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