Apoyo social y logro académico de niños chinos de bajos ingresos: un efecto de mediación de la resistencia académica
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 relac...
- Autores:
-
Fang, Guangbao
Keung Chan, Philip Wing
Kalogeropoulos, Penelope
- Tipo de recurso:
- Article of journal
- Fecha de publicación:
- 2020
- Institución:
- Universidad de San Buenaventura
- Repositorio:
- Repositorio USB
- Idioma:
- eng
- OAI Identifier:
- oai:bibliotecadigital.usb.edu.co:10819/25838
- Acceso en línea:
- https://hdl.handle.net/10819/25838
https://doi.org/10.21500/20112084.4480
- Palabra clave:
- Social support
Academic resilience
Low-income children
Academic achievement
Soporte social
resiliencia académica
niños de bajos ingresos
logro académico
- Rights
- openAccess
- License
- International Journal of Psychological Research - 2020
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Apoyo social y logro académico de niños chinos de bajos ingresos: un efecto de mediación de la resistencia académica |
| dc.title.translated.spa.fl_str_mv |
Apoyo social y logro académico de niños chinos de bajos ingresos: un efecto de mediación de la resistencia académica |
| title |
Apoyo social y logro académico de niños chinos de bajos ingresos: un efecto de mediación de la resistencia académica |
| spellingShingle |
Apoyo social y logro académico de niños chinos de bajos ingresos: un efecto de mediación de la resistencia académica Social support Academic resilience Low-income children Academic achievement Soporte social resiliencia académica niños de bajos ingresos logro académico |
| title_short |
Apoyo social y logro académico de niños chinos de bajos ingresos: un efecto de mediación de la resistencia académica |
| title_full |
Apoyo social y logro académico de niños chinos de bajos ingresos: un efecto de mediación de la resistencia académica |
| title_fullStr |
Apoyo social y logro académico de niños chinos de bajos ingresos: un efecto de mediación de la resistencia académica |
| title_full_unstemmed |
Apoyo social y logro académico de niños chinos de bajos ingresos: un efecto de mediación de la resistencia académica |
| title_sort |
Apoyo social y logro académico de niños chinos de bajos ingresos: un efecto de mediación de la resistencia académica |
| dc.creator.fl_str_mv |
Fang, Guangbao Keung Chan, Philip Wing Kalogeropoulos, Penelope |
| dc.contributor.author.eng.fl_str_mv |
Fang, Guangbao Keung Chan, Philip Wing Kalogeropoulos, Penelope |
| dc.subject.eng.fl_str_mv |
Social support Academic resilience Low-income children Academic achievement |
| topic |
Social support Academic resilience Low-income children Academic achievement Soporte social resiliencia académica niños de bajos ingresos logro académico |
| dc.subject.spa.fl_str_mv |
Soporte social resiliencia académica niños de bajos ingresos logro académico |
| description |
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. |
| publishDate |
2020 |
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2020-01-20T22:24:32Z 2025-07-31T16:12:14Z |
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2020-01-20T22:24:32Z 2025-07-31T16:12:14Z |
| dc.date.issued.none.fl_str_mv |
2020-01-20 |
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Artículo de revista |
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Text |
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2011-7922 |
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2011-2084 |
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https://hdl.handle.net/10819/25838 |
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https://revistas.usb.edu.co/index.php/IJPR/article/download/4480/3543 https://revistas.usb.edu.co/index.php/IJPR/article/download/4480/3656 |
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International Journal of Psychological Research |
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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). 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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). 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The multidimensional scale of perceived social support. Journal of Personality Assessment, 52 (1), 30–41. doi:10.1207/s15327752jpa5201_2. |
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Fang, GuangbaoKeung Chan, Philip WingKalogeropoulos, Penelope2020-01-20T22:24:32Z2025-07-31T16:12:14Z2020-01-20T22:24:32Z2025-07-31T16:12:14Z2020-01-20Utilizando 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.Using nation-wide survey data (N=2328) from China, this study investigates how social support from family, peers, and teachers influence low-income household children’s (from 13 to 15 years old) academic resilience, as well as how academic resilience mediates the relationship between social support and children’s academic achievement. Structural equation modelling was adopted to analyse the data. The results reveal that (1) low-income household children’s family, peer, and teacher support are associated with their academic resilience; (2) peer support and academic resilience of low-income household children significantly relate with their academic achievements; (3) academic resilience plays a full mediation role in teacher support and a partial mediation role in peer support on children’s academic achievement. The implications of this study on theory and practice, the limitations, and future research directions are discussed.application/pdftext/xml10.21500/20112084.44802011-79222011-2084https://hdl.handle.net/10819/25838https://doi.org/10.21500/20112084.4480engUniversidad San Buenaventura - USB (Colombia)https://revistas.usb.edu.co/index.php/IJPR/article/download/4480/3543https://revistas.usb.edu.co/index.php/IJPR/article/download/4480/36562811913International Journal of Psychological ResearchAllan, 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. 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Journal of Personality Assessment, 52 (1), 30–41. doi:10.1207/s15327752jpa5201_2.International Journal of Psychological Research - 2020info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2https://creativecommons.org/licenses/by-nc-sa/4.0/https://revistas.usb.edu.co/index.php/IJPR/article/view/4480Social supportAcademic resilienceLow-income childrenAcademic achievementSoporte socialresiliencia académicaniños de bajos ingresoslogro académicoApoyo social y logro académico de niños chinos de bajos ingresos: un efecto de mediación de la resistencia académicaApoyo social y logro académico de niños chinos de bajos ingresos: un efecto de mediación de la resistencia académicaArtículo de revistahttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1http://purl.org/coar/version/c_970fb48d4fbd8a85Textinfo:eu-repo/semantics/articleJournal articleinfo:eu-repo/semantics/publishedVersionPublicationOREORE.xmltext/xml2717https://bibliotecadigital.usb.edu.co/bitstreams/20e0e89b-e064-4cb9-8575-76d72d391b27/download8ae2eb9e1e769318813527f8309ffa90MD5110819/25838oai:bibliotecadigital.usb.edu.co:10819/258382025-07-31 11:12:14.695https://creativecommons.org/licenses/by-nc-sa/4.0/https://bibliotecadigital.usb.edu.coRepositorio Institucional Universidad de San Buenaventura Colombiabdigital@metabiblioteca.com |