Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/22222
Title: 
Authors: 
Keywords: 
At-risk students
Motivation
Well-being
School resilience
Positive education
Issue Date: 
2020
Citation: 
Caleon, I. S., & King, R. B. (2020). Examining the phenomenon of resilience in schools: Development, validation, and application of the school resilience scale. European Journal of Psychological Assessment. Advance online publication. https://doi.org/10.1027/1015-5759/a000572
Abstract: 
School resilience refers to positive adaptation despite experiences of significant school-related stressors. We conducted two studies focusing on the development and validation of a new measure of school resilience – the School Resilience Scale (SRS): Study 1 involved Grade 8 students (n = 1,159) and Study 2 involved Grade 8 and Grade 9 students (n = 190) in Singapore. The results of both studies suggest that the SRS comprised one second-order factor underpinned by four first-order factors, which correspond to resilience in relation to stressors emanating from academics, family, teachers, and peers. This factor structure was found invariant across gender and Socio-Economic Status (SES). The SRS had satisfactory 2-month and 3-month test–retest reliability. In Study 1, school resilience was found to be a significant positive predictor of the adaptive dimensions of academic motivation but did not serve as a significant predictor of amotivation. In Study 2, school resilience was found to be a positive predictor of academic achievement and life satisfaction but a negative predictor of depressive symptoms. These results held even after controlling for students’ gender and SES, as well as general resilience. Our findings demonstrate the potential of SRS as a comprehensive and valid measure of subjective school resilience for adolescents.
Description: 
This is the final draft, after peer-review, of a manuscript published in European Journal of Psychological Assessment. The published version is available online at https://doi.org/10.1027/1015-5759/a000572
URI: 
ISSN: 
1015-5759
Website: 
Appears in Collections:Journal Articles

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