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Fang, G., Keung Chan, P. W., & Kalogeropoulos, P. (2020). Apoyo social y logro académico de niños chinos de bajos ingresos: un efecto de mediación de la resistencia académica. International Journal of Psychological Research, 13(1), 19–28. https://doi.org/10.21500/20112084.4480
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The editorial board reserves the right of amendments deemed necessary in the application of the rules of publication.
To give up copyright, the authors allow that, International Journal of Psychological Research, distribute the work more broadly, check for the reuse by others and take care of the necessary procedures for the registration and administration of copyright; at the same time, our editorial board represents the interests of the author and allows authors to re-use his work in various forms. In response to the above, authors transfer copyright to the journal, International Journal of Psychological Research. This transfer does not imply other rights which are not those of authorship (for example those that concern about patents). Likewise, preserves the authors rights to use the work integral or partially in lectures, books and courses, as well as make copies for educational purposes. Finally, the authors may use freely the tables and figures in its future work, wherever make explicit reference to the previous publication in International Journal of Psychological Research. The assignment of copyright includes both virtual rights and forms of the article to allow the editorial to disseminate the work in the manner which it deems appropriate.
The editorial board reserves the right of amendments deemed necessary in the application of the rules of publication.
Resumen
Utilizando datos de encuestas a nivel nacional (N = 2328) de China, este estudio investiga cómo el apoyo social de la familia, los compañeros y los maestros influyen en la resiliencia académica de los niños de bajos ingresos (de 13 a 15 años), así como la resiliencia académica interviene en la relación entre el apoyo social y el rendimiento académico de los niños. Se adoptó el modelo de ecuaciones estructurales para analizar los datos. Los resultados revelan que (1) el apoyo familiar, de pares y de maestros de niños de bajos ingresos en el hogar está asociado con su capacidad de resilencia académica; (2) el apoyo entre pares y la resilencia académica de los niños de hogares de bajos ingresos se relacionan significativamente con sus logros académicos; (3) la capacidad de resilencia académica desempeña un papel de mediación total en el apoyo del maestro y un papel de mediación parcial en el apoyo de los compañeros en el rendimiento académico de los niños. Se discuten las implicaciones de este estudio en la teoría y la práctica, además de las limitaciones y las futuras direcciones de investigación.
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Allan, J., McKenna, J., & Dominey, S. (2014). Degrees of resilience: Profiling psychological resilience and prospective academic achievement in university inductees. British Journal of Guidance & Counselling, 42 (1), 9–25. doi:10.1080/03069885.2013.793784.
Ayala, J., & Manzano, G. (2018). Academic performance of first-year university students: The influence of resilience and engagement. Higher Education Research & Development, 37 (7), 1321–1335. doi:10.1080/07294360.2018.1502258.
Bernstein, B. (1962). Social class, linguistic codes and grammatical elements. Language and Speech, 5 (4), 221–240. doi:10.1177/002383096200500405.
Bronfenbrenner, U. (1979). The ecology of human development. Cambridge: Harvard University Press.
Chin, W. (2010). How to write up and report PLS analyses. In V. Esposito, W.W. Chin, J. Henseler, & H. Wang (Eds.), Handbook of partial least squares: Concepts, methods and applications (pp. 655–690). Heidelberg, Dordrecht, London, New York: Springer.
Chou, K. (2000). Assessing Chinese adolescents’ social support: The multidimensional scale of perceived social support. Personality and Individual Differences, 28 (2), 299–307. doi:10.1016/S0191-8869(99)00098-7.
Datta, P., Cornell, D., & Huang, F. (2017). The toxicity of bullying by teachers and other school staff. School Psychology Review, 46 (4), 335–348. doi:10.17105/SPR-2017-0001.V46-4.
Davis, E., Greenberger, E., Charles, S., Chen, C., Zhao, L., & Dong, Q. (2012). Emotion experience and regulation in China and the United States: How do culture and gender shape emotion responding? International Journal of Psychology, 47 (3), 230–239. doi:10.1080/00207594.2011.626043.
DeLay, D., Zhang, L., Hanish, L., Miller, C., Fabes, R., Martin, C., & Updegraff, K. (2016). Peer influence on academic performance: A social network analysis of social-emotional intervention effects. Prevention Science, 17 (8), 903–913. doi:10.1007/s11121-016-0678-8.
Elias, M., & Haynes, N. (2008). Social competence, social support, and academic achievement in minority, low-income, urban elementary school children. School Psychology Quarterly, 23 (4), 474–495. doi:10.1037/1045-3830.23.4.474.
Felsman, J. (1989). Risk and resiliency in childhood: The lives of street children. in D. Timothy & C. Robert (Eds.), The child in our times (pp. 56–80). New York: Mazel Publishers.
Fornell, C., & Larcker, D. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18 (1), 39–50. doi:10.2307/3151312.
Garmezy, N. (1991). Resilience in children’s adaptation to negative life events and stressed environments. Pediatric Annals, 20 (9), 459–466. doi:10.3928/0090-4481-19910901-05.
Geiger, B. (2017). Sixth graders in Israel recount their experience of verbal abuse by teachers in the classroom. Child Abuse & Neglect, 63 , 95–105. doi:10.1016/j.chiabu.2016.11.019.
Hair, J., Black, W., Babin, B., Anderson, R., & Tatham, R. (2010). Multivariate data analysis. Upper Saddle River, NJ: Pearson Prentice Hall, Pearson Education.
Hair, J., Hult, G., Ringle, C., & Sarstedt, M. (2017). A primer on partial least squares structural equation modeling (PLS-SEM) (2nd Edition ed.). Thousand Oaks, CA.: Sage Publications Inc.
Hair, J., Ringle, C., & Sarstedt, M. (2011). PLSSEM: Indeed a silver bullet. Journal of Marketing Theory and Practice, 19 (2), 139–151. doi:10.2753/MTP1069-6679190202.
Hair, J., Sarstedt, M., Hopkins, L., & Kuppelwieser, V. (2014). Partial least squares structural equation modeling (PLS-SEM): An emerging tool for business research. European Business Review, 26 (2), 106–121. doi:10.1108/EBR-10-2013-0128.
Henseler, J., Hubona, G., & Ray, P. (2016). Using PLS path modeling in new technology research: Updated guidelines. Industrial Management & Data Systems, 116 (2), 2–20. doi:10.1108/IMDS-09-2015-0382.
Hu, L., & Bentler, P. (1995a). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6 (1), 1–55. doi:10.1080/10705519909540118.
Hu, L., & Bentler, P. (1995b). Evaluating model fit. In R.H. Hoyle (Ed.), Structural equation modeling: Concepts, issues, and applications (pp. 77-99). Thousand Oaks, CA: Sage Publications, Inc.
Johnson, B. (2008). Teacher-student relationships which promote resilience at school: A microlevel analysis of students’ views. British Journal of Guidance & Counselling, 36 (4), 385–398. doi:10.1080/03069880802364528.
Kline, R. (2010). Principles and practice of structural equation modeling. New York, NY: Guilford.
Li, C., Zhang, Q., & Li, N. (2008). Does social capital benefit resilience for left-behind children? An evidence from Mainland China. Children and Youth Services Review, 93 , 255–262.doi:10.1016/j.childyouth.2018.06.033.
Li, C., Zhang, Q., & Li, N. (2018). Does social capital benefit resilience for left-behind children? An evidence from Mainland China. Children and Youth Services Review, 93 , 255–262. doi:10.1016/j.childyouth.2018.06.033.
Li, H. (2017). The ’secrets’ of Chinese students’ academic success: Academic resilience among students from highly competitive academic environments. Educational Psychology, 37 (8), 1001–1014. doi:10.1080/01443410.2017.1322179.
Li, H., Bottrell, D., & Armstrong, D. (2017). Understanding the pathways to resilience: Voices from chinese adolescents. Young, 26 (2), 126–144. doi:10.1177/1103308817711532.
Liew, J., Carlo, G., Streit, C., & Ispa, J. (2018). Parenting beliefs and practices in toddlerhood as precursors to self-regulatory, psychosocial, and academic outcomes in early and middle childhood in ethnically diverse low-income families. Social Development, 27 (4), 891–909. doi:10.1111/sode.12306.
Liu, J., Bullock, A., Coplan, R., Chen, X., Li, D., & Zhou, Y. (2018). Developmental cascade models linking peer victimization, depression, and academic achievement in Chinese children. British Journal of Developmental Psychology, 36 (1), 47– 63. doi:10.1111/bjdp.12212.
Luthar, S. (1991). Vulnerability and resilience: A study of high-risk adolescents. Child Development, 62 (3), 600–616. doi:10.1111/j.1467-8624.1991.tb01555.x.
Martin, A. (2013). Academic buoyancy and academic resilience: Exploring ’everyday’ and ’classic’ resilience in the face of academic adversity. School Psychology International, 34 (5), 488–500. doi:10.1177/0143034312472759.
Martin, A., & Marsh, H. (2006). Academic resilience and its psychological and educational correlates: A construct validity approach. Psychology in The Schools, 43 , 267–282. doi:10.1002/pits.20149.
Masten, A. (2001). Ordinary magic: Resilience processes in development. American Psychologist, 56 (3), 227– 238. doi:10.1037/0003-066X.56.3.227.
Masten, A., & Coatsworth, J. (1998). The development of competence in favorable and unfavorable environments: Lessons from research on successful children. American Psychologist, 53 (2), 205–220. doi:10.1037/0003-066X.53.2.205.
Metheny, J., McWhirter, E., & O’Neil, M. (2008). Measuring perceived teacher support and itsinfluence on adolescent career development. Journal of Career Assessment, 16 (2), 218–237. doi:10.1177/1069072707313198.
Narayanan, A., & Betts, L. (2014). Bullying behaviours and victimisation experiences among adolescent students: The role of resilience. Journal of Genetic Psychology, 175 (2), 134–146. doi:10.1080/00221325.2013.834290.
NBSC. (2018). The yearbook of educational statistics. Beijing: The Chinese Statistics Press.
Nunnally, J., & Bernstein, I. (1994). Psychometric theory (3rd Edition ed.). New York: McGraw-Hill. Inc.
Pitzer, J., & Skinner, E. (2017). Predictors of changes in students’ motivational resilience over the school year: The roles of teacher support, selfappraisals, and emotional reactivity. International Journal of Behavioral Development, 41 (1), 15–29. doi:10.1177/0165025416642051.
Ramirez, L., Machida, S., Kline, L., & Huang, L. (2014). Low-income Hispanic and Latino high school students’ perceptions of parent and peer academic support. Contemporary School Psychology, 18 (4), 214–221. doi:10.1007/s40688-014-0037-3.
Ringle, C., Wende, S., & Becker, J. (2015). SmartPLS 3. Bönningstedt: SmartPLS.
Robinson, M., Raine, G., Robertson, S., Steen, M., & Day, R. (2015). Peer support as a resilience building practice with men. Journal of Public Mental Health, 14 (4), 196–204. doi:10.1108/jpmh-04-2015-0015.
Sanders, J., Munford, R., & Liebenberg, L. (2016). The role of teachers in building resilience of at risk youth. International Journal of Educational Research, 80 , 111–123. doi:10.1016/j.ijer.2016.10.002.
Sanders, J., Munford, R., Thimasarn-Anwar, T., Liebenberg, L., & Ungar, M. (2015). The role of positive youth development practices in building resilience and enhancing wellbeing for atriskyouth. Child Abuse & Neglect, 42, 40–53. doi:10.1016/j.chiabu.2015.02.006.
Sattler, K., & Gershoff, E. (2019). Thresholds of resilience and within-and cross-domain academic achievement among children in poverty. Early Childhood Research Quarterly, 46 , 87–96. doi:10.1016/j.ecresq.2018.04.003.
Sirin, S. (2005). Socioeconomic status and academic achievement: A meta-analytic review of research. Review of Educational Research, 75 (3), 417–453. doi:10.3102/00346543075003417.
Stewart, D., & Sun, J. (2004). How can we build resilience in primary school aged children? The importance of social support from adults and peers in family, school and community settings. Asia- Pacific Journal of Public Health, 16 (1), 37–41. doi:10.1177/101053950401600S10.
Taket, A., Nolan, A., & Stagnitti, K. (2014). Family strategies to support and develop resilience in early childhood. Early Years: An International Research Journal, 34 (3), 289–300. doi:10.1080/09575146.2013.877421.
Theron, L. (2008). Resilience across cultures. British Journal of Social Work, 38 (2), 218–235. doi:10.1093/bjsw/bcl343.
Theron, L. (2016). The everyday ways that school ecologies facilitate resilience: Implications for school psychologists. School Psychology International, 37 (2), 87–103. doi:10.1177/0143034315615937.
Ungar, M., Ghazinour, M., & Richter, J. (2013). Annual research review: What is resilience within the social ecology of human development? Journal of Child Psychology and Psychiatry, 54 (4), 348–366. doi:10.1111/jcpp.12025.
Wang, D., Hu, M., & Yin, X. (2017). Positive academic emotions and psychological resilience among rural-to-urban migrant adolescents in China. Social Behavior and Personality, 45 (10), 1665–1674. doi:10.2224/sbp.6382.
Wang, M., Kiuru, N., Degol, J., & Salmela-Aro, K. (2018). Friends, academic achievement, and school engagement during adolescence: A social network approach to peer influence and selection effects. Learning and Instruction, 58 , 148–160. doi:10.1016/j.learninstruc.2018.06.003.
Werner, E. (1990). Protective factors and individual resilience. In M. Samuel & S. Jack (Eds.), Handbook of early childhood intervention (pp. 115-132). New York: Cambridge University Press.
Werner, E., & Ruth, S. (1982). Vulnerable but invincible: A longitudinal study of resilient children and youth. New York: Adams, Bannister, and Cox.
White, K. (1982). The relation between socioeconomic status and academic achievement. Psychological Bulletin, 91 (3), 461–481. doi:10.1037/0033-2909.91.3.461.
Wu, Q., Tsang, B., & Ming, H. (2014). Social capital, family support, resilience and educational outcomes of Chinese migrant children. British Journal of Social Work, 44 (3), 636–656. doi:10.1093/bjsw/bcs139.
Zimet, G., Dahlem, N., Zimet, S., & Farley, G. (1988). The multidimensional scale of perceived social support. Journal of Personality Assessment, 52 (1), 30–41. doi:10.1207/s15327752jpa5201_2.
Ayala, J., & Manzano, G. (2018). Academic performance of first-year university students: The influence of resilience and engagement. Higher Education Research & Development, 37 (7), 1321–1335. doi:10.1080/07294360.2018.1502258.
Bernstein, B. (1962). Social class, linguistic codes and grammatical elements. Language and Speech, 5 (4), 221–240. doi:10.1177/002383096200500405.
Bronfenbrenner, U. (1979). The ecology of human development. Cambridge: Harvard University Press.
Chin, W. (2010). How to write up and report PLS analyses. In V. Esposito, W.W. Chin, J. Henseler, & H. Wang (Eds.), Handbook of partial least squares: Concepts, methods and applications (pp. 655–690). Heidelberg, Dordrecht, London, New York: Springer.
Chou, K. (2000). Assessing Chinese adolescents’ social support: The multidimensional scale of perceived social support. Personality and Individual Differences, 28 (2), 299–307. doi:10.1016/S0191-8869(99)00098-7.
Datta, P., Cornell, D., & Huang, F. (2017). The toxicity of bullying by teachers and other school staff. School Psychology Review, 46 (4), 335–348. doi:10.17105/SPR-2017-0001.V46-4.
Davis, E., Greenberger, E., Charles, S., Chen, C., Zhao, L., & Dong, Q. (2012). Emotion experience and regulation in China and the United States: How do culture and gender shape emotion responding? International Journal of Psychology, 47 (3), 230–239. doi:10.1080/00207594.2011.626043.
DeLay, D., Zhang, L., Hanish, L., Miller, C., Fabes, R., Martin, C., & Updegraff, K. (2016). Peer influence on academic performance: A social network analysis of social-emotional intervention effects. Prevention Science, 17 (8), 903–913. doi:10.1007/s11121-016-0678-8.
Elias, M., & Haynes, N. (2008). Social competence, social support, and academic achievement in minority, low-income, urban elementary school children. School Psychology Quarterly, 23 (4), 474–495. doi:10.1037/1045-3830.23.4.474.
Felsman, J. (1989). Risk and resiliency in childhood: The lives of street children. in D. Timothy & C. Robert (Eds.), The child in our times (pp. 56–80). New York: Mazel Publishers.
Fornell, C., & Larcker, D. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18 (1), 39–50. doi:10.2307/3151312.
Garmezy, N. (1991). Resilience in children’s adaptation to negative life events and stressed environments. Pediatric Annals, 20 (9), 459–466. doi:10.3928/0090-4481-19910901-05.
Geiger, B. (2017). Sixth graders in Israel recount their experience of verbal abuse by teachers in the classroom. Child Abuse & Neglect, 63 , 95–105. doi:10.1016/j.chiabu.2016.11.019.
Hair, J., Black, W., Babin, B., Anderson, R., & Tatham, R. (2010). Multivariate data analysis. Upper Saddle River, NJ: Pearson Prentice Hall, Pearson Education.
Hair, J., Hult, G., Ringle, C., & Sarstedt, M. (2017). A primer on partial least squares structural equation modeling (PLS-SEM) (2nd Edition ed.). Thousand Oaks, CA.: Sage Publications Inc.
Hair, J., Ringle, C., & Sarstedt, M. (2011). PLSSEM: Indeed a silver bullet. Journal of Marketing Theory and Practice, 19 (2), 139–151. doi:10.2753/MTP1069-6679190202.
Hair, J., Sarstedt, M., Hopkins, L., & Kuppelwieser, V. (2014). Partial least squares structural equation modeling (PLS-SEM): An emerging tool for business research. European Business Review, 26 (2), 106–121. doi:10.1108/EBR-10-2013-0128.
Henseler, J., Hubona, G., & Ray, P. (2016). Using PLS path modeling in new technology research: Updated guidelines. Industrial Management & Data Systems, 116 (2), 2–20. doi:10.1108/IMDS-09-2015-0382.
Hu, L., & Bentler, P. (1995a). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6 (1), 1–55. doi:10.1080/10705519909540118.
Hu, L., & Bentler, P. (1995b). Evaluating model fit. In R.H. Hoyle (Ed.), Structural equation modeling: Concepts, issues, and applications (pp. 77-99). Thousand Oaks, CA: Sage Publications, Inc.
Johnson, B. (2008). Teacher-student relationships which promote resilience at school: A microlevel analysis of students’ views. British Journal of Guidance & Counselling, 36 (4), 385–398. doi:10.1080/03069880802364528.
Kline, R. (2010). Principles and practice of structural equation modeling. New York, NY: Guilford.
Li, C., Zhang, Q., & Li, N. (2008). Does social capital benefit resilience for left-behind children? An evidence from Mainland China. Children and Youth Services Review, 93 , 255–262.doi:10.1016/j.childyouth.2018.06.033.
Li, C., Zhang, Q., & Li, N. (2018). Does social capital benefit resilience for left-behind children? An evidence from Mainland China. Children and Youth Services Review, 93 , 255–262. doi:10.1016/j.childyouth.2018.06.033.
Li, H. (2017). The ’secrets’ of Chinese students’ academic success: Academic resilience among students from highly competitive academic environments. Educational Psychology, 37 (8), 1001–1014. doi:10.1080/01443410.2017.1322179.
Li, H., Bottrell, D., & Armstrong, D. (2017). Understanding the pathways to resilience: Voices from chinese adolescents. Young, 26 (2), 126–144. doi:10.1177/1103308817711532.
Liew, J., Carlo, G., Streit, C., & Ispa, J. (2018). Parenting beliefs and practices in toddlerhood as precursors to self-regulatory, psychosocial, and academic outcomes in early and middle childhood in ethnically diverse low-income families. Social Development, 27 (4), 891–909. doi:10.1111/sode.12306.
Liu, J., Bullock, A., Coplan, R., Chen, X., Li, D., & Zhou, Y. (2018). Developmental cascade models linking peer victimization, depression, and academic achievement in Chinese children. British Journal of Developmental Psychology, 36 (1), 47– 63. doi:10.1111/bjdp.12212.
Luthar, S. (1991). Vulnerability and resilience: A study of high-risk adolescents. Child Development, 62 (3), 600–616. doi:10.1111/j.1467-8624.1991.tb01555.x.
Martin, A. (2013). Academic buoyancy and academic resilience: Exploring ’everyday’ and ’classic’ resilience in the face of academic adversity. School Psychology International, 34 (5), 488–500. doi:10.1177/0143034312472759.
Martin, A., & Marsh, H. (2006). Academic resilience and its psychological and educational correlates: A construct validity approach. Psychology in The Schools, 43 , 267–282. doi:10.1002/pits.20149.
Masten, A. (2001). Ordinary magic: Resilience processes in development. American Psychologist, 56 (3), 227– 238. doi:10.1037/0003-066X.56.3.227.
Masten, A., & Coatsworth, J. (1998). The development of competence in favorable and unfavorable environments: Lessons from research on successful children. American Psychologist, 53 (2), 205–220. doi:10.1037/0003-066X.53.2.205.
Metheny, J., McWhirter, E., & O’Neil, M. (2008). Measuring perceived teacher support and itsinfluence on adolescent career development. Journal of Career Assessment, 16 (2), 218–237. doi:10.1177/1069072707313198.
Narayanan, A., & Betts, L. (2014). Bullying behaviours and victimisation experiences among adolescent students: The role of resilience. Journal of Genetic Psychology, 175 (2), 134–146. doi:10.1080/00221325.2013.834290.
NBSC. (2018). The yearbook of educational statistics. Beijing: The Chinese Statistics Press.
Nunnally, J., & Bernstein, I. (1994). Psychometric theory (3rd Edition ed.). New York: McGraw-Hill. Inc.
Pitzer, J., & Skinner, E. (2017). Predictors of changes in students’ motivational resilience over the school year: The roles of teacher support, selfappraisals, and emotional reactivity. International Journal of Behavioral Development, 41 (1), 15–29. doi:10.1177/0165025416642051.
Ramirez, L., Machida, S., Kline, L., & Huang, L. (2014). Low-income Hispanic and Latino high school students’ perceptions of parent and peer academic support. Contemporary School Psychology, 18 (4), 214–221. doi:10.1007/s40688-014-0037-3.
Ringle, C., Wende, S., & Becker, J. (2015). SmartPLS 3. Bönningstedt: SmartPLS.
Robinson, M., Raine, G., Robertson, S., Steen, M., & Day, R. (2015). Peer support as a resilience building practice with men. Journal of Public Mental Health, 14 (4), 196–204. doi:10.1108/jpmh-04-2015-0015.
Sanders, J., Munford, R., & Liebenberg, L. (2016). The role of teachers in building resilience of at risk youth. International Journal of Educational Research, 80 , 111–123. doi:10.1016/j.ijer.2016.10.002.
Sanders, J., Munford, R., Thimasarn-Anwar, T., Liebenberg, L., & Ungar, M. (2015). The role of positive youth development practices in building resilience and enhancing wellbeing for atriskyouth. Child Abuse & Neglect, 42, 40–53. doi:10.1016/j.chiabu.2015.02.006.
Sattler, K., & Gershoff, E. (2019). Thresholds of resilience and within-and cross-domain academic achievement among children in poverty. Early Childhood Research Quarterly, 46 , 87–96. doi:10.1016/j.ecresq.2018.04.003.
Sirin, S. (2005). Socioeconomic status and academic achievement: A meta-analytic review of research. Review of Educational Research, 75 (3), 417–453. doi:10.3102/00346543075003417.
Stewart, D., & Sun, J. (2004). How can we build resilience in primary school aged children? The importance of social support from adults and peers in family, school and community settings. Asia- Pacific Journal of Public Health, 16 (1), 37–41. doi:10.1177/101053950401600S10.
Taket, A., Nolan, A., & Stagnitti, K. (2014). Family strategies to support and develop resilience in early childhood. Early Years: An International Research Journal, 34 (3), 289–300. doi:10.1080/09575146.2013.877421.
Theron, L. (2008). Resilience across cultures. British Journal of Social Work, 38 (2), 218–235. doi:10.1093/bjsw/bcl343.
Theron, L. (2016). The everyday ways that school ecologies facilitate resilience: Implications for school psychologists. School Psychology International, 37 (2), 87–103. doi:10.1177/0143034315615937.
Ungar, M., Ghazinour, M., & Richter, J. (2013). Annual research review: What is resilience within the social ecology of human development? Journal of Child Psychology and Psychiatry, 54 (4), 348–366. doi:10.1111/jcpp.12025.
Wang, D., Hu, M., & Yin, X. (2017). Positive academic emotions and psychological resilience among rural-to-urban migrant adolescents in China. Social Behavior and Personality, 45 (10), 1665–1674. doi:10.2224/sbp.6382.
Wang, M., Kiuru, N., Degol, J., & Salmela-Aro, K. (2018). Friends, academic achievement, and school engagement during adolescence: A social network approach to peer influence and selection effects. Learning and Instruction, 58 , 148–160. doi:10.1016/j.learninstruc.2018.06.003.
Werner, E. (1990). Protective factors and individual resilience. In M. Samuel & S. Jack (Eds.), Handbook of early childhood intervention (pp. 115-132). New York: Cambridge University Press.
Werner, E., & Ruth, S. (1982). Vulnerable but invincible: A longitudinal study of resilient children and youth. New York: Adams, Bannister, and Cox.
White, K. (1982). The relation between socioeconomic status and academic achievement. Psychological Bulletin, 91 (3), 461–481. doi:10.1037/0033-2909.91.3.461.
Wu, Q., Tsang, B., & Ming, H. (2014). Social capital, family support, resilience and educational outcomes of Chinese migrant children. British Journal of Social Work, 44 (3), 636–656. doi:10.1093/bjsw/bcs139.
Zimet, G., Dahlem, N., Zimet, S., & Farley, G. (1988). The multidimensional scale of perceived social support. Journal of Personality Assessment, 52 (1), 30–41. doi:10.1207/s15327752jpa5201_2.
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