[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-595837-105":59,"doc-detail-595837-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","effectiveness-of-an-intervention-program-in-fostering-academic-resilience-of-students-at-risk-of-failure-study","Effectiveness of an Intervention Program in Fostering Academic Resilience of Students at Risk of Failure - Study","","The study examines the effectiveness of an intervention program in fostering academic resilience among non-resilient, at-risk students in secondary school. A resilience-building module for teachers was implemented through activity-based sessions targeting protective factors including creativity, internal locus of control, self-concept, self-esteem, self-efficacy, autonomy, purpose in life, optimism, humor, and teacher-student relationships. Using a pretest-posttest control group design over three months, findings show significant improvement in students’ academic resilience overall and across each selected protective factor.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/effectiveness-of-an-intervention-program-in-fostering-academic-resilience-of-students-at-risk-of-failure-study/595837/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/effectiveness-of-an-intervention-program-in-fostering-academic-resilience-of-students-at-risk-of-failure-study/595837.png","ImageObject",300,407,{"name":92,"@type":93},"Fans","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":52},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the study’s main purpose?","Question",{"text":112,"@type":113},"To determine the effectiveness of an intervention program in fostering academic resilience among non-resilient at-risk students at the secondary school level.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What did the intervention program include?",{"text":117,"@type":113},"A resilience-building module for teachers delivered through activity-based sessions aimed at strengthening protective factors such as creativity, internal locus of control, self-esteem, optimism, and teacher-student relationship.",{"name":119,"@type":110,"acceptedAnswer":120},"How was student resilience measured and what was the study design?",{"text":121,"@type":113},"Students were identified using a risk identification survey and a resilience assessment scale (RAS). The experiment used a pretest-posttest control group design with the intervention continuing for three months.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},595837,1792166656,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":52,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},5909892330395,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Effectiveness of an Intervention Program in Fostering Academic Resilience of Students at Risk of Failure  \nat Secondary School Level  \nMuhammad Irfan Arif * and Munawar S. Mirza**  \nAbstract  \nThe major purpose of the study was to find out the effectiveness of an intervention programme in fostering academic resilience of non-resilient at-risk students at secondary school level. The programme based on a resilience building module for teachers was designed for this purpose. The module comprised of activity based sessions aiming at fostering protective factors-creativity, internal locus of control, self-concept, self-esteem, self-efficacy, autonomy, sense of purpose in life, optimism, good sense of humor and teacher student relationship. The experiment following pretest-post-test control group design was conducted in public secondary school. A total number of sixty four nonresilient at risk of failure 9th and 10th grade students equally divided in the experimental and the control group participated in the study.. These students were identified administering a risk identification survey and resilience assessment scale ‘RAS’developed by the researchers measuring specific risk indicators and protective factors, respectively. The control group of the study was treated in traditional manner. One of the researchers acted as a resilience teacher. The treatment continued for three months. The pre-test and post-test analysis revealed that the intervention was significantly effective in  \nenhancing students ‘academic resilience in overall and by each selected protective factor. Keywords: Intervention programme, resiliency module, protective factors, academic resilience.  \n* PhD Scholar, University of Education, [Lahore-Pakistan. Email:Irfanarif149@yahoo.com](Lahore-Pakistan. Email:Irfanarif149@yahoo.com)  \n** Professor Emeritus, Punjab University & Advisor (Academics) Virtual University of Pakistan  \nEmail: [drmsmirza1968@gmail.com](drmsmirza1968@gmail.com)  \nIntroduction  \nMostly the school failure and school dropout phenomena happen due to occurrence of specific risk factors or risk incidents contributing to psychological and emotional problems in the personalities of students. These risk incidents are mostly present in the surroundings of an individual and usually involves severe types of risk antecedent and risk worthy situation which may create difficulties in the individual’s life which may lead to problematic behaviors of severe harmful life outcomes (Wilson, 2003).There is some cause and effects dynamics that leads a child to negative events of future and seriousness of events may range from minimum to high risk (Mcwhirter, 2012) . From broader point of view student’s eager to learn is affected by their health, family characteristics, peer influences and social status (Morgen, 2002) .  \nCarbonell (2015) stated that any incident or situation that produces a poor result may be called as risk factors. Risk factors may be distributed into two categories: one related to the individual, family, and community, and the other related to school (Barr & Parrett, 2003) . Johnson (1999) submitted risk factors as conditions, situations and circumstances that influence students to face risk outcomes) . Johnson (1999) defined risk outcomes as school failure and school dropout.  \nBernard (2004) reported that many children develop capacity to fight with unfavorable circumstances. By doing so they not only continue to survive but do wellin their academic and social spheres. The ability to survive and perform well in the presence of adverse life situations is termed as resilience. The theory of resilience attempts to explain why some students perform better in their academics and achieve success in their lives despite of having negative contextual or personality factors (Reis, Colbert, & Thomas, 2005) .  \nResilience is defined as bouncing back from difficult situations and to adapt well in adversity, trauma, tragedy and threats, stressors and health p","cbCaiqBIrgvEyPnZ","https://ap.wps.com/l/cbCaiqBIrgvEyPnZ","pdf",206120,14,"English","# Introduction\n## Risk factors and risk outcomes\n## Resilience and protective factors\n## Educational relevance of resilience research","[{\"question\":\"What was the study’s main purpose?\",\"answer\":\"To determine the effectiveness of an intervention program in fostering academic resilience among non-resilient at-risk students at the secondary school level.\"},{\"question\":\"What did the intervention program include?\",\"answer\":\"A resilience-building module for teachers delivered through activity-based sessions aimed at strengthening protective factors such as creativity, internal locus of control, self-esteem, optimism, and teacher-student relationship.\"},{\"question\":\"How was student resilience measured and what was the study design?\",\"answer\":\"Students were identified using a risk identification survey and a resilience assessment scale (RAS). The experiment used a pretest-posttest control group design with the intervention continuing for three months.\"}]","Effectiveness of an Intervention Program in Fostering Academic Resilience of Students at Risk of Failure - Study | PDF",1792081957,35]