Academic Resilience of Chinese Rural Left-Behind Students: A Multisystemic Perspective (Poster 24)

• In Event: AERA Poster Session Saturday 9:50 a.m.
  In Poster Session: Looking at Factors Affecting Stress and Resilience

Abstract

This study explores the academic resilience of Chinese left-behind adolescents from a multisystemic perspective. Three aspects of academic resilience were investigated: (1) coping with negative emotions; (2) academic help-seeking; and (3) internal learning qualities. Qualitative findings reveal that left-behind children primarily rely on emotional self-regulation and peer support to manage negative emotions arising from academic difficulties. Additionally, students mainly seek academic help from peers, class teachers, teachers providing boarding services, and online resources. Involvement and emotional support from migrant parents and local caregivers are limited due to their physical absence, low educational attainment, or intergenerational gap. Finally, an indirect pathway of influence was identified where students' understanding of their parents' migration fosters their internal learning qualities like perseverance.

Authors

• Jia Zhuang, Hong Kong Polytechnic University

• Robert J. Chaskin, University of Chicago

• Qiaobing Wu, Hong Kong Polytechnic University