Version 1
: Received: 3 December 2019 / Approved: 4 December 2019 / Online: 4 December 2019 (08:00:35 CET)
How to cite:
Salvo-Garrido, S.; Miranda Vargas, H.; Vivallo Urra, O.; Gálvez-Nieto, J.L.; Miranda-Zapata, E. Students with Socioeconomic Disadvantages who have Academic Success in Language: Examining Academic Resilience in South America. Preprints2019, 2019120043. https://doi.org/10.20944/preprints201912.0043.v1
Salvo-Garrido, S.; Miranda Vargas, H.; Vivallo Urra, O.; Gálvez-Nieto, J.L.; Miranda-Zapata, E. Students with Socioeconomic Disadvantages who have Academic Success in Language: Examining Academic Resilience in South America. Preprints 2019, 2019120043. https://doi.org/10.20944/preprints201912.0043.v1
Salvo-Garrido, S.; Miranda Vargas, H.; Vivallo Urra, O.; Gálvez-Nieto, J.L.; Miranda-Zapata, E. Students with Socioeconomic Disadvantages who have Academic Success in Language: Examining Academic Resilience in South America. Preprints2019, 2019120043. https://doi.org/10.20944/preprints201912.0043.v1
APA Style
Salvo-Garrido, S., Miranda Vargas, H., Vivallo Urra, O., Gálvez-Nieto, J.L., & Miranda-Zapata, E. (2019). Students with Socioeconomic Disadvantages who have Academic Success in Language: Examining Academic Resilience in South America. Preprints. https://doi.org/10.20944/preprints201912.0043.v1
Chicago/Turabian Style
Salvo-Garrido, S., José Luis Gálvez-Nieto and Edgardo Miranda-Zapata. 2019 "Students with Socioeconomic Disadvantages who have Academic Success in Language: Examining Academic Resilience in South America" Preprints. https://doi.org/10.20944/preprints201912.0043.v1
Abstract
Framed in a context with an emerging economy and with a high percentage of school failure, this study aimed to identify the factors that turn students with socioeconomic disadvantages into resilient students. Two questions guided the research: Can resilience be supported in students in adverse socioeconomic situations? What factors influence building resilient students? A cross-sectional study was carried out from 2011 to 2015 in Chile, using a multilevel logistic regression model with three levels, considering the hierarchical data structure. The behavior of 63100 to 76400 sampled students was analyzed. Results show five relevant factors in building resilience: self-efficacy in language, minor aggressions and violence perceived by students, norms and values of the establishment, interest in study, and self-efficacy. Some risk factors identified were an atmosphere of less respect and trust, engagement in physical education activities and good performance in carrying them out. These results could orient educational leaders interested in supporting the educational community in order to improve the academic success of disadvantaged students.
Copyright:
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
