SynthesisFrontiers in psychology2024
Systematic review of protective factors related to academic resilience in children and adolescents: unpacking the interplay of operationalization, data, and research method.
Synthesis in Frontiers in psychology, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
What it found
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Who cites it
4 citing papers in PubMed.
- Anxiety as a Mediator Between Childhood Trauma and Social Competence Among Adolescents and Young Adults.Journal of the Korean Academy of Child and Adolescent Psychiatry · 2026Article
- Factors Associated with Perceived Teacher-Related Change in Academic Resilience: Classroom Motivational Climate, Subjective Resilience, and Success Expectancies.Behavioral sciences (Basel, Switzerland) · 2026Article
- Parental academic involvement and academic buoyancy among junior high school students: cross-sectional indirect associations involving peer relations and academic emotions.Frontiers in psychology · 2026Article
- Study and personal resources of university students' academic resilience and the relationship with positive psychological outcomes.Frontiers in psychology · 2025Article
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Authors and funding
3 authors.
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Abstract
Identifying protective factors that promote academic resilience is vital. Nevertheless, due to the variations in the operationalizations of academic resilience, timeframes, data sources, and employed research methods, it remains unclear whether the impact of protective factors identified across studies can be attributed to the factors themselves or to these variations. By addressing these uncertainties, this study aims to provide an overview of the protective factors that have been extensively investigated in academic resilience and their degree of influence. A literature search found 119 empirical studies on protective factors in education settings for children and adolescents. The review analyzed five protective factors groups (individual, family, school, peer, community), three operationalizations of academic resilience (simultaneous, progressive, instrumental), two timeframes (longitudinal, non-longitudinal), three data sources (self-collected, national/local assessments, international large-scale assessments), and commonly employed research methods. The studies analyzed in this review yielded mixed results regarding the impact of the examined protective factors, with measurement instruments and statistical power playing a significant role in explaining the variations. Individual and school-level characteristics emerged as the most well-studied protective factors; individual characteristics were often investigated through "instrumental" operationalization and structural equational models, whereas school-level characteristics were typically explored through "simultaneous" or "progressive" operationalizations and multilevel modeling. Approximately 31 and 16% of the studies utilized national assessments and international large-scale assessment data, respectively. Both data sources promoted the exploration of school-level factors, with the former facilitating the exploration of protective factors across time and the latter contributing to the investigation of teaching-related factors.
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