Resilient students' goals and motivation

Abstract

This paper presents the results of an exploratory analysis, description, and comparison of the self-concept and motivational patterns of academically resilient, non-resilient students, advantaged achievers, and advantaged low-achievers. Resilient students are defined as coming from an impoverished and stressful environment, yet achieving a 2·75 or greater grade point average (GPA). Non-resilient students come from the same background, yet do not have the requisite GPA. There are 17 resilient students and there are 19 non-resilient students. The advantaged achievers come from a low-stress, high-SES background and have a 2·75 or greater GPA. The advantaged low-achievers come from a low-stress, high-SES background, but their GPA falls below 2·75. There are 19 advantaged achievers and nine advantaged low-achievers. Goals, self-concept, and environmental support beliefs are measured by the Assessment of Personal Agency Beliefs and the High School Assessment of Academic Self-Concept. The results show significant results in the cognitive beliefs subscale, social beliefs subscale, general extra-curricular beliefs subscale, and the personal trust subscale.