Contribution of Educational Factors in the Capacity to Overcome Adversity

Autor/inn/en	Palomar, Joaquina; Montes de Oca, Sandra
Titel	Contribution of Educational Factors in the Capacity to Overcome Adversity
Quelle	In: Multicultural Learning and Teaching, 6 (2011) 2, (30 Seiten) PDF als Volltext Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2194-654X
DOI	10.2202/2161-2412.1082
Schlagwörter	Performance Factors; Resilience (Psychology); Predictor Variables; Social Mobility; Poverty; Community Surveys; Correlation; Regression (Statistics); Learning Strategies; Achievement Need; Learning Motivation; Institutional Characteristics; Demography; Mentors; Teacher Student Relationship; Family Involvement; Teaching Styles; Problem Solving; Foreign Countries; Mexico + Suchen Sie Ihr Suchwort? Leistungsindikator; Prädiktor; Soziale Mobilität; Armut; Korrelation; Regression; Regressionsanalyse; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Motivation for studies; Lernmotivation; Demografie; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrstil; Unterrichtsstil; Problemlösen; Ausland; Mexiko
Abstract	The objective of this study was to identify factors that predict resilience and social mobility in persons living in extreme poverty in Mexico by analyzing an extensive set of school-related variables. A total of 913 adults were surveyed, with 65.2% women and an average age of 43.71 years. Significant correlations were found between the seven educational variables measured and resilience, and only one of them was correlated with social mobility. Regression analysis identifies achievement motivation and a reflexive learning style as predictors of resilience. The results are discussed in terms of their implications for this segment of the population. (As Provided).
Anmerkungen	De Gruyter. Available from: Walter de Gruyter, Inc. 121 High Street, Third Floor, Boston, MA 02110. Tel: 857-284-7073; Fax: 857-284-7358; e-mail: service@degruyter.com; Web site: http://www.degruyter.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01