Date

8-29-2024

Department

School of Behavioral Sciences

Degree

Doctor of Education in Community Care and Counseling (EdD)

Chair

Tracy N. Baker

Keywords

Academic resilience, racial minority, minority middle school students, adolescents, academic success

Disciplines

Education

Abstract

This quantitative and correlational study aimed to investigate which variables of minority adolescent students promote academic resilience and focus on African American and Hispanic students within a public charter school located in Southeast Texas. Grounded on resilience theory, the research investigated the cognitive and emotional regulation of students and student–teacher connections in the process of academic resilience. A purposive sample composed of more than 100 students was used to collect data using the Cognitive Emotional Regulation Questionnaire, the Inventory of the Student–Teacher Relationship, and the Academic Resilience Scale for an online survey. Data analysis indicated that cognitive and emotional resilience mitigating coping skills demonstrate significant or greater adaptation to academic hardships. Furthermore, the correlations of the strong teacher–student ties on academic resilience emphasized the mediation effect on the repercussions of emotional regulation. This research highlights the importance of identifying and cultivating factors that give academic success among vulnerable groups of students. In this case longitudinal aspects of the influence of resilience strategies and broader demographic factors emerged as an important direction of further investigation. This research study sought to deliver valuable recommendations to educators who are not only learning specialists but also psychologists and policymakers striving to improve the academic achievements of minority students who are studying in disadvantaged environments.

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