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Published VersionCC BY V4.0, Open Access
Journal article
Academic resilience from school entry to third grade: Child, parenting, and school factors associated with closing competency gaps
PLoS One, Vol.17(11), pp.1-12
2022
PMCID: PMC9710847
PMID: 36449482
Abstract
There is substantial evidence confirming that children who begin school with strong developmental skills tend to maintain positive academic trajectories across the elementary school years. Much less is known about children who begin school with poorer developmental competencies yet go on to achieve academically on par with, or above, their initially more competent peers, demonstrating academic resilience. This study used a large population dataset, the Longitudinal Study of Australian Children (n = 2,118) to identify children who demonstrated academic resilience between school entry and third grade, and the child, parenting, and school characteristics associated with this resilience. Findings show that two in five children who were initially identified as academically vulnerable on a school entry measure of language and cognitive skills were classified as academically resilient by Grade 3. In multivariate analysis, higher attentional regulation and receptive vocabulary skills were key factors associated with academic resilience in reading and numeracy, along with paternal consistency (for reading resilience) and fewer sleep problems (for numeracy resilience). Bivariate relations (ANOVAs) showed that resilient children, when compared to children who remained vulnerable, also showed fewer peer problems, fewer behavioral sleep problems, higher levels of parenting consistency and lower levels of parenting anger by mothers and fathers, higher levels of parental engagement in children's school, and higher levels of teacher self-efficacy. Supporting resilient pathways for children who are identified as vulnerable at school entry should include a particular focus on vocabulary development and attentional regulation, along with social skills and peer relationships, school-based parental engagement, and positive parenting support.
Details
- Title
- Academic resilience from school entry to third grade: Child, parenting, and school factors associated with closing competency gaps
- Authors
- Kate E Williams (Corresponding Author) - Queensland University of TechnologyDonna Berthelsen (Author) - Queensland University of TechnologyKristin R Laurens (Author) - Queensland University of Technology
- Publication details
- PLoS One, Vol.17(11), pp.1-12
- Publisher
- Public Library of Science
- Date published
- 2022
- DOI
- 10.1371/journal.pone.0277551
- ISSN
- 1932-6203
- PMID
- 36449482; PMC9710847
- Copyright note
- © 2022 Williams et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
- Data Availability
- All data files are available from National Centre for Longitudinal Data's dataverse https://dataverse.ada.edu.au/dataverse/lsac.
- Grant note
- KW and DB received funding through Queensland Government Department of Education, Education Horizon Grant (Grant number 1600001216).
- Organisation Unit
- School of Education and Tertiary Access
- Language
- English
- Record Identifier
- 99989896802621
- Output Type
- Journal article
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- Web Of Science research areas
- Psychology, Developmental
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