Measuring subjective resilience despite adversity due to family, peers and teachers

Spanish Journal of Psychology

Volumn 16, Issue , 2013, Pages

  Alonso Tapia, Jesús ^a   Nieto, Carmen ^a   Ruíz, Miguel A ^a  

^a UNIVERSIDAD AUTÓNOMA DE MADRID   (Spain)

Author keywords

assessment; classroom motivational climate; goal orientations; resilience

Indexed keywords

ADOLESCENT; ARTICLE; CHILD; COPING BEHAVIOR; EQUIPMENT; FACTORIAL ANALYSIS; FAMILY; FEMALE; HUMAN; LEARNING; MALE; MOTIVATION; PEER GROUP; PSYCHOLOGICAL ASPECT; PSYCHOMETRY; QUESTIONNAIRE; REGRESSION ANALYSIS; REPRODUCIBILITY; SOCIAL ENVIRONMENT; STUDENT; UNIVERSITY;

ADOLESCENT; CHILD; FACTOR ANALYSIS, STATISTICAL; FACULTY; FAMILY; FEMALE; HUMANS; LEARNING; MALE; MOTIVATION; PEER GROUP; PSYCHOMETRICS; QUESTIONNAIRES; REGRESSION ANALYSIS; REPRODUCIBILITY OF RESULTS; RESILIENCE, PSYCHOLOGICAL; SOCIAL ENVIRONMENT; STUDENTS;

EID: 84910101018     PISSN: 11387416     EISSN: 19882904     Source Type: Journal    
DOI: 10.1017/sjp.2013.33     Document Type: Article

References (31)

1. Alonso-Tapia J. (2005). Motives, expectancies and value-interests related to learning: The MEVA questionnaire. Psicothema, 17, 404-411.
2. Alonso-Tapia J., & Fernández B. (2008). Development and initial validation of the classroom motivational climate questionnaire (CMCQ). Psicothema, 20, 883-889.
3. Alonso-Tapia J., & Fernández B. (2009). Clima motivacional de clase: Validez transcultural e implicaciones educativas. [Classroom motivational climates: Cross-cultural validity and educational implications]. Infancia y Aprendizaje, 32, 597-612. http://dx.doi.org/10.1174%2F021037009789610368.
4. Alonso-Tapia J., & Moral A. (2010). Percepción del clima motivacional de clase en estudiantes adultos no universitarios. [Perception of classroom motivational climate in non-university adult students] Revista de Psicología Educativa, 16, 115-133. http://dx.doi.org/10.5093/ed2010v16n2a3.
5. Alonso-Tapia J., Huertas J. A., & Ruíz M. A. (2010). On the nature of motivational orientations: Implications of assessed goals and gender differences for motivational goal theory. The Spanish Journal of Psychology, 13, 231-242.
6. Alonso-Tapia J., & Panadero E. (2010). Effect of self-assessment scripts on self-regulation and learning. Infancia y Aprendizaje, 33, 385-397.
7. Alonso-Tapia J., & Pardo A. (2006). Assessment of learning environment motivational quality from the point of view of secondary and high school learners. Learning and Instruction, 16, 1-15. http://dx.doi.org/10.1016/j.learninstruc.2006.07.002.
8. Ames C. (1992). Classrooms: Goals, structures and student motivation. Journal of Educational Psychology, 84, 261-271. http://dx.doi.org/10.1037/0022-0663.84.3.261.
9. Ames C., & Archer J. (1988). Achievement goals in the classroom: Students' learning strategies and motivation processes. Journal of Educational Psychology, 80, 260-267. http://dx.doi.org/10.1037/0022-0663.80.3.260.
10. Arbuckle J. L. (2003). Amos 5.0 update to the Amos user's guide. Chicago, IL: Small Waters.
11. Block J. (2001). Millenial contrarianism: The five-factor approach to personality description 5 years later. Journal of Research in Personality, 35, 98-107. http://dx.doi.org/10.1006/jrpe.2000.2293.
12. Fernández B. (2009). Desarrollo y validación de un cuestionario de clima motivacional de clase. [Development and validation of a classroom motivational climate questionnaire]. Unpublished doctoral dissertation. Universidad Autónoma, Madrid, Spain.
13. Forgatch M. S., & DeGarmo D. S. (1999). Parenting through change: An effective prevention program for single mothers. Journal of Consulting and Clinical Psychology, 67, 711-724. http://dx.doi.org/10.1037/0022-006X.67.5.711.
14. Good C., & Dweck C. (2006). A motivational approach to reasoning, resilience and responsibility. In R. Sternberg and R. Subotnik (Eds.), Optimizing student success with the other three R's: Reasoning, resilience, and responsibility (pp. 39-56). Charlotte, NC: Information Age Publishing.
15. Eisenberg N., Spinrad T. L., Fabes R. A., Reiser M., Cumberland A., Shepard S. A., Thompson M. (2004). The relation of effortful control and impulsivity to children's resilience and adjustment. Child Development, 75, 25-46. http://dx.doi.org/10.1111/j.1467-8624.2004.00652.x.
16. Elliot A. J. (2005). A conceptual history of achievement goal construct. In A. J. Elliot & C. Dweck (Eds.), Handbook of competence and motivation (pp. 52-72). New York, NY: Guilford.
17. Hair J. F., Black W. C., Babin B. J., Anderson R. E., & Tathan R. L. (2006). Multivariate data analysis. Upper Saddle River, NJ: Pearson-Prentice Hall.
18. Kobasa S. C., Maddi S. R., & Kahn S. (1982). Hardiness and health: A prospective study. Journal of Personality and Social Psychology, 42, 168-177. http://dx.doi.org/10.1037/0022-3514.42.1.168.
19. Leipold B., & Greeve W. (2009). Resilience: A conceptual bridge between coping and development. European Psychologist, 14, 40-50. http://dx.doi.org/10.1027/1016-9040.14.1.40.
20. Luthar S. S. (2006). Resilience in development: A synthesis of research across five decades. In D. Cicchetti & D. J. Cohen (Eds.), Development Psychopathology: Risk, disorder and adaptation (2nd ed., pp. 740-795). New York, NY: Wiley.
21. Luthar S. S., & Brown P. J. (2007). Maximizing resilience through diverse levels of inquiry: Prevailing paradigms, possibilities, and priorities for the future. Development Psychopathology, 19, 931-955. http://dx.doi.org/10.1017/S0954579407000454.
22. Luthar S. S., & Zelazo L. B. (2003). Research on resilience: An integrative review. In S.S. Luthar (Ed.), Resilience and vulnerability: Adaptation in the context of childhood adversities (pp. 510-549). New York, NY: Cambridge.
23. Masten A. S. (2007). Resilience in developing systems: Progress and promise as the fourth wave rises. Development and Psychopathology, 19, 921-930. http://dx.doi.org/10.1017/S0954579407000442.
24. Masten A. S., & Wright M. (2009). Resilience over the lifespan: Development perspectives on resistance, recovery and transformation. In J. Reich (Ed.), Handbook of adult resilience (pp. 213-237). New York, NY: Guilford Books.
25. Midgley C., Maher M. L., Hruda L. Z., Anderman E., Anderman L., Freeman K. E., Urdan T. (2000). Manual for the patterns of adaptive learning scales.University of Michigan, MI.
26. Nickolite A., & Doll B. (2008) Resilience applied in school. Strengthening classroom environments for learning. Canadian Journal of School Psychology, 23, 91-113. http://dx.doi.org/10.1177/0829573508316596.
27. Panadero E., Alonso-Tapia J., & Huertas J. A. (2012). Effects of rubrics and self-assessment scripts on self-regulation, learning and self-efficacy in Secondary Education. Learning and Individual Differences, 22, 806-813. http://dx.doi.org:10.1016/j.lindif.2012.04.007.
28. Prince-Embury S., & Courville T. (2008). Measurement invariance of the resilience scales for children and adolescents with respect to sex and age cohorts. Canadian Journal of School Psychology, 23(1), 26-40. http://dx.doi.org/10.1177/0829573508316590.
29. Reaching In... Reaching out (2010). Resilience: Successful navigation through significant threat. Report prepared for the Ontario Ministry of Children and Youth Services. Toronto, Canada: The Child and Family Partnership.
30. Windle G., Bennet K. M., & Noyes J. (2011). A methodological review of resilience measurement scales. Health and Quality of Life Outcomes, 9(8), 1-18. Retrieved from http://www.hqlo.com/content/9/1/8.
31. Wolchick S. A., Sandler I. N., Millsap R. E., Plummer B. A., Greene S. M., Anderson E., Haine R. A. (2002). Six-year follow-up of preventive intervention for children of divorce: A randomized controlled trial. Journal of the American Medical Association, 288, 1874-1881. http://dx.doi.org/10.1001/jama.288.15.1874.