Personal Strengths and Perceived Teacher Support as Predictors of Students' Academic Risk Status

• In Event: Roundtable Session 19
  In Roundtable Session: Supporting Talent Development of At-Risk Students Through Pedagogical Best Practices and Teacher Training

Abstract

This study compared the profiles of students placed at low-risk and high-risk status and explore the relative salience of students’ personal strengths and teacher support in predicting students’ risk status. The participants were Secondary One students (N=1468) who were identified as academically at-risk. From this pool of students, students at low (n= 399) or high (n=396) risk status were identified based on achievement scores. Results of logistic regression analysis showed that, after controlling for the effects of the students’ background variables, teacher trust (in students) and students’ communication with teachers emerged as salient negative and positive predictors, respectively, of high-risk status. Implications for research, practice, and programme development to promote academic success of at-risk students are presented.

Authors

• Imelda Santos Caleon, National Institute of Education - Nanyang Technological University

• Glenda Lopez Wui, National Institute of Education - Nanyang Technological University

• Ching Leen Chiam, National Institute of Education - Nanyang Technological University

• Ronnel Bornasal King, The Hong Kong Institute of Education

• Jennifer Pei-Ling Tan, National Institute of Education - Nanyang Technological University

• Chee Soon Tan, National Institute of Education - Nanyang Technological University