dc.contributor.author | Wills, Gabrielle | |
dc.contributor.author | Hofmeyr, Heleen | |
dc.date.accessioned | 2021-02-24T11:47:10Z | |
dc.date.available | 2021-02-24T11:47:10Z | |
dc.date.issued | 2019 | |
dc.identifier.citation | Gabrielle Wills, Heleen Hofmeyr,
Academic resilience in challenging contexts: Evidence from township and rural primary schools in South Africa,
International Journal of Educational Research,
Volume 98,
2019,
Pages 192-205,
ISSN 0883-0355,
https://doi.org/10.1016/j.ijer.2019.08.001 | |
dc.identifier.uri | https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/16103 | |
dc.description | RLOs | |
dc.description.abstract | Poverty is considered a risk factor that jeopardizes children’s academic performance. However, even in high-poverty contexts there are students who manage to achieve consistently good academic results. This paper uses a resilience framework to identify and describe the characteristics of students from South African rural and township primary schools who perform above socio-economic expectations in literacy. After accounting for differences in socio-economic status, we find that resilient students differ significantly from their lower-achieving peers along various dimensions, especially socio-emotional skills. This is a promising finding in light of a growing body of research on skill formation, which suggests that these skills can be fostered through targeted interventions. | |
dc.publisher | Elsevier Ltd | |
dc.title | Academic Resilience in Challenging Contexts: Evidence from Township and Rural Primary Schools in South Africa | |
dc.type | Article | |
dc.rights.holder | © 2019 Elsevier Ltd. All rights reserved | |
dc.identifier.externaluri | http://dx.doi.org/10.1016/j.ijer.2019.08.001 | |
dc.identifier.ag | ES/N01023X/1 | |
dc.identifier.doi | 10.1016/j.ijer.2019.08.001 | |