Academic resilience in science: An examination of high achievers from low socioeconomic backgrounds

Nhu Truong; Nani Teig; Anna Danielsson; Per Anderhag

doi:10.31129/LUMAT.14.3.3105

Authors

Nhu Truong Department of Teaching and Learning, Stockholm University, Sweden https://orcid.org/0000-0002-9535-9221
Nani Teig Department of Teacher Education and School Research, University of Oslo, Norway https://orcid.org/0000-0002-2144-3009
Anna Danielsson Department of Teaching and Learning, Stockholm University, Sweden https://orcid.org/0000-0002-3407-9007
Per Anderhag Department of Teaching and Learning, Stockholm University, Sweden

DOI:

https://doi.org/10.31129/LUMAT.14.3.3105

Keywords:

Educational equity, comparative analysis, low-socioeconomic status, science achievement, sociocultural context

Abstract

Research on academic resilience has gained attention for its potential to promote equitable opportunities, especially for socioeconomically disadvantaged students who face significant barriers. Yet, research on factors supporting academic resilience in science specifically across different cultural contexts remains limited. This study investigates academic resilience in science among secondary school students in two socio-culturally distinct countries, Sweden and Vietnam. It examines how students’ motivation to learn science and perceptions of school science differ between academically resilient and non-resilient students in each country. The analysis utilises data from the 2015 Programme for International Student Assessment (PISA) science cycle, involving 5,458 students from 202 Swedish schools and 5,826 students from 188 Vietnamese schools. The findings show a lower proportion of academically resilient students in Sweden (36.19%) compared to Vietnam (59.89%). Despite socio-cultural differences, both countries share common factors contributing to resilience in science, including enjoyment of science, science self-efficacy, teacher support, and a sense of belonging. However, several factors distinguishing resilient from non-resilient students vary between these countries, which are pertinent not only to students but also to teachers and their teaching approaches. This study underscores the importance of discipline-specific and contextually relevant approaches for fostering academic resilience in science education, particularly among disadvantaged youth. Adapting interventions to align with cultural and contextual needs can enhance equitable science learning outcomes.

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