This qualitative research study explored perceptions of academic resilience among teachers and twelfth grade adolescent girls. Specifically, how students and teachers believe teachers promote academic resilience in students, the characteristics of academically resilient students according to students and teachers, and the characteristics of academically non-resilient students according to teachers. The relationship between the general comments made during student focus group sessions and the students’ responses on the Locus of Control (LOC) survey were analyzed.
Qualitative data were collected including teacher interviews, student focus groups, Implicit Theories of Intelligence Scales for teachers and students as well as the Nowicki-Strickland Locus of Control Survey for students.
Findings indicated that teachers and students both reported teachers who were flexible and provided extra help sessions for students promoted academic resilience. It also was reported by teachers and students that developing personal relationships with students helped to promote academic resilience. Teachers and students reported similar characteristics of academically resilient students. Characteristic behaviors of academic resilient students were identified as having ambition or being motivated to be successful. Having a positive attitude and having the ability to be reflective also were identified as characteristic of academic resilience. Finally, teachers and students agreed that having a strong internal locus of control is characteristic of academic resilience.
|Advisor:||Burnaford, Gail E.|
|School:||Florida Atlantic University|
|School Location:||United States -- Florida|
|Source:||DAI-A 78/01(E), Dissertation Abstracts International|
|Subjects:||Womens studies, Teacher education, Secondary education|
|Keywords:||Academic resilience, Adolescent girls, Fixed mindset, Growth mindset, Internal locus of control, Teacher perceptions|
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