Assessment of subjective resilience: cross-cultural validity and educational implications
The objective of this study was to obtain evidence about the crosscultural validity of the ‘Subjective Resilience Questionnaire’ (SRQ), comparing French and Spanish Secondary and High School students’ results. A total of 750 French students formed the sample. To validate the SRQ, confirmatory factor...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2014 |
| País: | España |
| Institución: | Universidad Autónoma de Madrid |
| Repositorio: | Biblos-e Archivo. Repositorio Institucional de la UAM |
| Idioma: | español inglés |
| OAI Identifier: | oai:repositorio.uam.es:10486/666653 |
| Acceso en línea: | http://hdl.handle.net/10486/666653 https://dx.doi.org/10.1080/02103702.2014.965462 |
| Access Level: | acceso abierto |
| Palabra clave: | Resilience assessment Resilience Classroom motivational climate Questionnaire development Expectancies Learning motivation Evaluación de la resiliencia Resiliencia Clima motivacional de clase Desarrollo de cuestionarios Expectativas Motivación por aprender Psicología |
| Sumario: | The objective of this study was to obtain evidence about the crosscultural validity of the ‘Subjective Resilience Questionnaire’ (SRQ), comparing French and Spanish Secondary and High School students’ results. A total of 750 French students formed the sample. To validate the SRQ, confirmatory factor analyses, reliability and correlation and regression analyses were made. The validation process included the analysis of the generalizability of factor structure, and of relationships of resilience scores with different kinds of protective and vulnerability factors — success expectancies and learningoriented classroom motivational climate (CMC). French results were similar to Spanish results, underlying the importance of considering variations in resilience as a function of the kinds of adversity experienced. Nevertheless, some differences between French and Spanish students were found in the degree they recognize to act in a resilient way in some of the situations covered by SRQ, differences whose theoretical and practical implications for education are discussed. |
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