Role of resilient personality on lower achieving first grade students' current and future achievement. Academic Article

abstract

• This study investigated a measurement model of personality resilience and the contribution of personality resilience to lower achieving first grade students' academic achievement. Participants were 445 ethnically diverse children who at entrance to first grade scored below their school district median on a test of literacy. Participants were administered an individual achievement test in first grade and 1 year later. Confirmatory factor analysis confirmed a second-order latent construct of resilient personality defined by teacher-rated conscientiousness, agreeableness, and ego-resiliency that was distinct from measures of externalizing behaviors and IQ. Using latent structural equation modeling and controlling for baseline economic adversity, IQ, and externalizing symptoms, resilient personality predicted children's concurrent and future achievement (controlling also for baseline achievement in the prospective analyses). Model fit was invariant across gender.

authors

• Kwok, Oi-Man
• Luo, Wen

published proceedings

• J Sch Psychol

author list (cited authors)

• Kwok, O., Hughes, J. N., & Luo, W.

citation count

• 47

complete list of authors

• Kwok, Oi-Man||Hughes, Jan N||Luo, Wen

publication date

• January 2007

publisher

• Elsevier  Publisher

published in

• Journal of School Psychology  Journal

keywords

• Academic Achievement
• Ego-resiliency
• Elementary Students
• Positive Personality
• Resilience
• School Readiness

Digital Object Identifier (DOI)

• 10.1016/j.jsp.2006.07.002

start page

• 61

end page

• 82

volume

• 45

issue

• 1

URL

• http%3A%2F%2Fdx.doi.org%2F10.1016%2Fj.jsp.2006.07.002