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Article: Personal strengths and perceived teacher support as predictors of Singapore students’ academic risk status

TitlePersonal strengths and perceived teacher support as predictors of Singapore students’ academic risk status
Authors
Keywordsstrengths-based approach
socio-emotional strengths
protective factors
Academic resilience
self-determination theory
teacher–student relatedness
Issue Date2017
Citation
Educational Psychology, 2017, v. 37, n. 8, p. 983-1000 How to Cite?
AbstractThis study explored the relative salience of students’ personal strengths and teacher support in predicting academic risk status. The participants were Secondary One (S1, Grade Seven) students from Singapore who scored below the cohort’s mean score in a national test administered at the end of primary education, and were identified as low risk (n = 309) or high risk (n = 396), based on their S1 achievement score in the English Language subject. Logistic regression analysis was conducted with academic risk status as criterion variable and the following potential predictors: students’ background variables (i.e. socio-economic status, cognitive ability and initial achievement), personal strengths, teacher–student relatedness, and teacher autonomy and competence support. After controlling for the effects of the students’ background variables, teacher trust emerged as the strongest (negative) and most stable predictor of high-risk status; teacher alienation and teacher–student communication were found as significant positive predictors of students’ placement in the high-risk group.
Persistent Identifierhttp://hdl.handle.net/10722/302193
ISSN
2023 Impact Factor: 3.6
2023 SCImago Journal Rankings: 1.333
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorCaleon, Imelda S.-
dc.contributor.authorWui, Ma Glenda L.-
dc.contributor.authorChiam, Ching Leen-
dc.contributor.authorKing, Ronnel B.-
dc.contributor.authorTan, Jennifer Pei Ling-
dc.contributor.authorTan, Chee Soon-
dc.date.accessioned2021-08-30T13:57:59Z-
dc.date.available2021-08-30T13:57:59Z-
dc.date.issued2017-
dc.identifier.citationEducational Psychology, 2017, v. 37, n. 8, p. 983-1000-
dc.identifier.issn0144-3410-
dc.identifier.urihttp://hdl.handle.net/10722/302193-
dc.description.abstractThis study explored the relative salience of students’ personal strengths and teacher support in predicting academic risk status. The participants were Secondary One (S1, Grade Seven) students from Singapore who scored below the cohort’s mean score in a national test administered at the end of primary education, and were identified as low risk (n = 309) or high risk (n = 396), based on their S1 achievement score in the English Language subject. Logistic regression analysis was conducted with academic risk status as criterion variable and the following potential predictors: students’ background variables (i.e. socio-economic status, cognitive ability and initial achievement), personal strengths, teacher–student relatedness, and teacher autonomy and competence support. After controlling for the effects of the students’ background variables, teacher trust emerged as the strongest (negative) and most stable predictor of high-risk status; teacher alienation and teacher–student communication were found as significant positive predictors of students’ placement in the high-risk group.-
dc.languageeng-
dc.relation.ispartofEducational Psychology-
dc.subjectstrengths-based approach-
dc.subjectsocio-emotional strengths-
dc.subjectprotective factors-
dc.subjectAcademic resilience-
dc.subjectself-determination theory-
dc.subjectteacher–student relatedness-
dc.titlePersonal strengths and perceived teacher support as predictors of Singapore students’ academic risk status-
dc.typeArticle-
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1080/01443410.2016.1259460-
dc.identifier.scopuseid_2-s2.0-85000623938-
dc.identifier.volume37-
dc.identifier.issue8-
dc.identifier.spage983-
dc.identifier.epage1000-
dc.identifier.eissn1469-5820-
dc.identifier.isiWOS:000405471000005-

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