Turning Achievement Around: Predictors of Academic Resilience of Academically At-Risk Students in Singapore

Project Number
OER 42/12 ISC

Project Duration
January 2013 - June 2017


The main goal of this study is to explore the extent to which protective factors from various spheres in the lives of students, in particular malleable factors from the school milieu, influence the trajectory towards students' academic resilience. The main hypothesis of this study is that academic resilience is at least partially explained by constructs rooted from positive psychology: academic optimism of individual teachers or school, positive teacher-student relationships and students' socio-emotional strengths. Another goal of this study is to generate profiles of academically at-risk students in Singapore, and then segregate the profiles of those who displayed high academic resilience from those who reported low academic resilience. In particular, we want to know the typical set of strengths, both inherent attributes and those coming from the social circles, of students who report significant achievement gains and those of students who are stuck in the abyss of low achievement. The results of our study can guide the planning of more focused efforts related to teacher training and support, curriculum implementation, and structuring of schools' social environment to counter the tendency toward poor outcomes of students at risk of continued low attainments and academic failure. Our study serve as a means to ascertain students' attributes that need to be developed and can be tapped into to help foster academic resilience.

Research Themes
Children at Risk (Academic)/Slow-progressing students

Funding Source

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