Akademik Veri Yönetim Sistemi
INTERNATIONAL JOURNAL OF CONTEMPORARY EDUCATIONAL RESEARCH, cilt.9, sa.3, ss.543-556, 2022 (Hakemli Dergi)
The percentage of students with lower academic achievement than their peers due to their socio -economical
disadvantages is globally accepted as an indicator of inequality. Some students, despite their disadvantages, are
as successful as their advantaged peers. The family and individual characteristics and academic experiences of
these students, who are referred to as academically resilient, provide useful information to the institutions that
work to increase the academic success levels of other disadvantaged students. Accordingly, this study aims to
determine the individual characteristics of academically resilient students, focusing on the PISA Turkey results.
In line with the OECD criteria, an equal number of academically resilient (N=214) and academically
disadvantaged (N=214) students participated in the study. Students whose economic, social, and cultural index
values are amongst the bottom 25% were considered to be disadvantaged, and those who performed at level 3
and above in reading proficiency were regarded to be successful. Eighteen individual characteristics measured
within the scope of PISA research were included in the study as independent variables. A binary logistic
regression analysis was used in the analysis of the data. The regression model created in line with the findings
predicted 67 percent of the variance in academic resilience and made an accurate classification of 85 percent. In
order of their power, the predictors of academic resilience are grade repetition, use of metacognitive learning
strategies (understanding, summarizing, evaluating credibility), reading for enjoyment, attitude towards
academic competition, self-efficacy, and the desired occupation