A supportive adult acting as resilience teacher was beneficial for building resiliency skills among at-risk students¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2017 · not yet checked against its sources · 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.
q2 i? The researcher's role as resilience teacher, guide, mentor and facilitator was established to be beneficial for building resiliency skills. → 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
q2 · i? · causal · r1
Authors' interpretation from the discussion of the 64-student intervention experiment: the resilience teacher developed a positive relationship with students and fostered resilience through a positive motivational and inspiring attitude. This is the authors' interpretive claim, not a separately tested comparison.
"The role of researcher as a resilience teacher, as a guide, as a mentor and as a facilitator was established to be beneficial for the successful build -up of resiliency skills among at -risk students."
Discussion¶
Related Claims¶
- A three-month teacher-delivered resiliency module significantly increased overall academic resilience of non-resilient at-risk secondary students compared with traditional instruction — related
- A close bond with at least one caring adult is the most critical protective factor for resilient children — a broader claim this one bears on
- Emerging reading and math resilience literatures suggest candidate resilience factors across cognitive, emotion/motivation, social/environmental, and neural levels, most not yet classified as promotive or protective — related
- Resilience should be conceptualized as a process rather than an outcome of development, with environmental factors playing an essential role alongside individual risk and resilience factors (Parrila's discussion, as reported by the editors) — a broader claim this one bears on
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