A three-month teacher-delivered resiliency module significantly increased overall academic resilience of non-resilient at-risk secondary students compared with traditional instruction¶
Claim · All claims
Evidence · 1 study · causalr1·q3
Currency · newest study 2017 · checked against its sources 2026-11-02 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Non-resilient at-risk students receiving the intervention training performed better on overall resilience than those not receiving it. → Muhammad Irfan Arif and Munawar S. Mirza 2017
Evidence¶
Muhammad Irfan Arif and Munawar S. Mirza 2017¶
Muhammad Irfan Arif and Munawar S. Mirza. (2017). Effectiveness of an Intervention Program in Fostering Academic Resilience of Students at Risk of Failure at Secondary School Level. Bulletin of Education and Research, 39(1), 251-264. https://eric.ed.gov/?id=EJ1210192
q3 · i? · causal · r1
Pretest-posttest control group experiment with 64 non-resilient at-risk students (32 per group) in a public secondary school for boys in District Lahore; t-test on gain scores after three months of treatment. The experimental group's overall mean gain was 72.89 versus 12.06 for controls, with t = 166.62, df = 62, p = .001 — "a significant difference between the mean gain scores".
"Table 5 indicates a significant difference between the mean gain scores of control and experimental groups’ students on resilience."
Discussion¶
Related Claims¶
- The intervention produced significant gains on each of the ten targeted protective factors of resilience — a narrower finding that bears on this claim
- MindMatters evaluations show improved resilience and school climate, with modest overall effects in the German secondary-school adaptation — related
- A supportive adult acting as resilience teacher was beneficial for building resiliency skills among at-risk students — related
- Trait resilience had a promotive role in academic performance for immigrant and non-immigrant students alike, and an additional protective effect mitigating the negative effect of school discrimination specifically among first- and second-generation immigrant students (reported by the editors, citing Huang et al.) — related
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