Title:
The role of optimism, parental involvement, and social support in contributing to academic and emotional resilience
Author:
Lauren E. Brierley
Committee Member:
Rachel Grover
Committee Member:
Sharon Green-Hennessy
Committee Member:
Alison Papadakis
Degree Granting Institution:
Loyola University Maryland--College of Arts and Sciences
Place:
Baltimore (Md.)
Publisher:
Loyola University Maryland
Date Created:
2011
Type of Resource:
text
Genre:
thesis
Language:
eng
Format:
application/pdf
Physical Form:
electronic
Digital Source:
reformatted digital
Abstract:
Educational resilience is an area of growing interest within the resilience literature, particularly given the significant rates of school dropout in recent years (Sable et al., 2007). The current study examined the relationships among three protective variables (optimism, parental involvement in school, and both quantity and quality of non-caregiver social support) and both academic and emotional resilience. Specifically, correlational analyses explored the associations between each of the protective variables and outcome measures of both emotional and educational resilience. Additionally, the relation between emotional resilience and academic resilience was explored, in order to determine whether the two were separate and distinct constructs or subsets of the broader construct of resilience. Finally, exploratory analyses examined main effects and possible interactions among protective variables in the prediction of both resilience domains, as well as the possible moderating roles of both gender and ethnicity. Participants were 7th and 8th grade students in Catholic schools in the greater Baltimore and Washington, D.C., areas who were at risk of school failure and possibly school dropout, due to low SES status. Partial support was found for correlations between protective factors and resilience, though none of the protective factors was significantly correlated with levels of academic resilience. Support was found, however, for the lack of correlation between educational and emotional resilience, suggesting that the two are, in fact, distinct domains. Exploratory analyses indicated minimal support for the predictive value of protective factors in relation to resilience levels, and found no significant moderating effect of either gender or ethnicity. Limitations of the current study included small sample size, possible selection bias, and some measurement issues.
Subject:
Motivation in education
Subject:
Children with social disabilities--Education--United States
Subject:
Education, Urban--United States
Subject:
Education--Parent participation
Subject:
Optimism in children
Subject:
Resilience (Personality trait) in children
Subject:
Perceived Parental/Guardian Education Involvement Scale
Subject:
Electronic books
Subject:
Electronic dissertations
Subject:
United States
Degree:
Doctor of Clinical Psychology
Level:
Doctoral
Discipline:
Psychology
Restrictions on Access:
Author has given permission to make this work available online.
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Identifier:
BrierleyLE-11
