Do Key Predictors of Academic Resilience Differ Across Cultures? Evidence From Korea and the US

Dados Bibliográficos

AUTOR(ES) Y. Choi , Johnny Sung
AFILIAÇÃO(ÕES) Korean Educational Development Institute, Jincheon-gun, Chungcheongbuk-do, Republic of Korea, National University
ANO 2024
TIPO Artigo
PERIÓDICO Youth and Society
ISSN 0044-118X
E-ISSN 1552-8499
EDITORA Annual Reviews (United States)
DOI 10.1177/0044118x241227563
ADICIONADO EM 2025-08-18

Resumo

This study aimed to compare key predictors of academic resilience in the distinctive socio-cultural contexts of South Korea and the United States, employing a machine-learning-based random forest technique. Using PISA 2018 data, we focused on students in the bottom 25% of family socioeconomic status, totaling 1,654 in South Korea and 1,175 in the US. The results showed that individual factors, such as meta-cognition, joy of reading, self-concept of reading, and work mastery, were ranked highly in both countries. On the other hand, self-efficacy and students' expectation of higher education were specific to Korea, while fixed mindset and meaning in life were specific to the US. Based on these findings, this study highlighted the need for culturally responsive policies to nurture academic resilience among disadvantaged youth.

Inequality in Reading and Math Skills Forms Mainly before Kindergarten: A Replication, and Partial Correction, of 'Are Schools the Great Equalizer?'

(2018)

The Impact of Prestige Orientation on Shadow Education in South Korea

(2011)

Différence Et Répétition

(1991)

Discorsi Sopra La Prima Deca Di Tito Livio

(1971)

Ferramentas

Acessar via DOI