How Can Teachers Promote Academic Resilience? The Mediating Role of Self-Esteem

• In Event: Engaging Families and Communities in Learning Across Concepts and Contexts

Abstract

This study examined the mediating effect of self-esteem on the association between teacher-student relationships and academic resilience. Participants were 4,335 eighth graders from a northern city in China who took part in the National Standardized Test in five subject areas. The total score was used to represent their academic performance. Self-esteem and teacher-student relationships were measured with the Rosenberg Self-Esteem Scale and the questionnaire adapted from Programme for International Student Assessment 2012, respectively. Use of logistic regression and stepwise linear regression models indicated that self-esteem mediated 41.4% of this association for students from low-income families. The findings suggest that good teacher-student relationships are conducive to improving socio-economically disadvantaged students’ self-esteem, thus increasing the possibility of resilience in learning.

Authors

• Tianxue Cui, University of Macau

• Chuang Wang, University of Macau

• QIMENG LIU, Beijing Normal University

• Yueyang Shao, Beijing Normal University

• Zhe Wang