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Fifty children aged eight to 12 identified eight supporting factors—intelligence, feelings, behaviours, home environment, family assistance, school support, community connections, and organized programs. They also described three mechanisms: facilitating work, increasing understanding, and preventing negative behaviour. Practice and research implications are addressed.",{"@graph":69,"@context":123},[70,84,106],{"@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/indispensable-insight-childrens-perspectives-on-factors-and-mechanisms-that-promote-educational-resilience/595543/",{"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/indispensable-insight-childrens-perspectives-on-factors-and-mechanisms-that-promote-educational-resilience/595543.png","ImageObject",300,407,{"name":92,"@type":93},"Well Done","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-09","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",15,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What is the main goal of the study on educational resilience?","Question",{"text":113,"@type":114},"To understand which factors and mechanisms help children facing adversity maintain academic success, using children’s own perspectives.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"How many children participated, and what were their ages?",{"text":118,"@type":114},"Fifty children participated, aged eight to 12, who were facing serious life difficulties.",{"name":120,"@type":111,"acceptedAnswer":121},"What factors and mechanisms did the children identify?",{"text":122,"@type":114},"Children identified eight factors that improve academic performance and three mechanisms by which these factors operate: facilitating work, increasing understanding, and preventing negative behaviour.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},595543,1792166202,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":140,"language":141,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":67,"update_tm":145,"read_time":146,"preview_page_count":4},5909892210082,"https://ap-avatar.wpscdn.com/avatar/56001069da27c9f41e8?x-image-process=image/resize,m_fixed,w_180,h_180&k=1789614185077863061","Indispensable Insight:  \nChildren’s Perspectives on Factors and Mechanisms That Promote Educational Resilience  \nJayneA. Downey  \nMontana State University, Bozeman, MT  \nAbstract  \nIn order to foster educational resilience in children who face adversity, adults need a clear grasp of which factors are most relevant and motivating for these children. This study asked 50 children (ages eight to 12) who face serious life difficulties to share their perspectives on which factors support academic performance and how those factors operate in their lives. Participants identified eight factors (intelligence, feelings, behaviours, home environment, family assistance, school support, community connections, organized programs) that improve academic performance and described three mechanisms (facilitating work, increasing understanding, preventing negative behaviour) by which the factors function. Implications for practice and further research are discussed.  \nKeywords: children’s beliefs, educational resilience, interview methodology  \nRésumé  \nAfin d’encourager la résilience chez les enfants faisant face à des contextes d’adversité, les adultes doivent clairement saisir quels facteurs sont les plus pertinents et motivants  \nCanadian Journal of Education / Revue canadienne de l’éducation 37:1 (2014)©2014 Canadian Society for the Study of Education/ Société canadienne pour l’étude de l’éducation  \n[www.cje-rce.ca](www.cje-rce.ca)  \npour ces enfants. Nous avons demandé à cinquante enfants entre huit et douze ans faisant face à des sérieuses difficultés de nous indiquer quels facteurs soutenaient la performance académique, et comment ces facteurs se déployaient dans leur vie. Les participants ontidentifié huit facteurs (intelligence, sentiments, comportements, environnement familial, soutien familial, soutien scolaire, contacts dans la communauté, programmes structurés) qui amélioraient leurs performances académiques, et ont décrit trois mécanismes (faciliter le travail, augmenter la compréhension, prévenir les comportements négatifs) par lesquels les facteurs entraient en action. Nous abordons ensuite les implications de ces données pour la pratique et la recherche.  \nMots-clés : croyances des enfants, résilience éducative, méthodologie des entretiens  \nCanadian Journal of Education / Revue canadienne de l’éducation 37:1 (2014) [www.cje-rce.ca](www.cje-rce.ca)  \nIntroduction  \nIn the discussion of how to promote academic success for children facing adversity, one important perspective has been neglected—the views of children. Numerous expert adults have expressed their views (e.g., Goldstein & Brooks, 2013), and several researchers have sought out adolescents’perspectives on the factors related to academic success (Chen, 2010; Yonezawa & Jones, 2009) . However, only a few researchers have talked with children who face adversity to document their views on what helps them to experience positive academic outcomes (Mitra & Serriere, 2012; Beaudoin, 2005) . Thus, this study was designed to ask children ages eight to 12 who face adversity to share their perspectives on the factors and mechanisms related to educational resilience—academic success in the face of adversity.  \nThe Critical Role of Children’s Perspectives in Fostering  \nEducational Resilience  \nAt a time when growing numbers of children face adverse environments that place them at risk for school failure, educators face mounting pressure to increase students’ academic performance. In response, schools, districts, and states across the country have begun to institute a wide variety of instructional changes and reforms. However, while many of these initiatives have been informed by the perspectives of teachers and other adults (Beaudoin, 2005; Mitra, 2008), views from students, in particular, have been noticeably absent (McCallum, Hargreaves, & Gipps, 2000; Mitra & Serriere, 2012) . In fact, some experts suggest that listening to the views of children is one of the most neglected aspect","cbCaifEZsNObR9l0","https://ap.wps.com/l/cbCaifEZsNObR9l0","pdf",413590,26,"English","# Abstract\n# Introduction\n## The Critical Role of Children’s Perspectives in Fostering Educational Resilience","[{\"question\":\"What is the main goal of the study on educational resilience?\",\"answer\":\"To understand which factors and mechanisms help children facing adversity maintain academic success, using children’s own perspectives.\"},{\"question\":\"How many children participated, and what were their ages?\",\"answer\":\"Fifty children participated, aged eight to 12, who were facing serious life difficulties.\"},{\"question\":\"What factors and mechanisms did the children identify?\",\"answer\":\"Children identified eight factors that improve academic performance and three mechanisms by which these factors operate: facilitating work, increasing understanding, and preventing negative behaviour.\"}]","Indispensable Insight - Children’s Perspectives on Factors and Mechanisms That Promote Educational Resilience | PDF",1792081354,66]