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    Exploring the relationship between socio-emotional resiliency and academic achievement

    Jowett, Sarah (2013) Exploring the relationship between socio-emotional resiliency and academic achievement. University of Bath.


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    Socio-emotional resiliencies play crucial roles in facilitating adolescent development and positive adjustment to education. A better understanding of this relationship using the Clover Leaf Framework (Malti & Noam, 2009) will inform school interventions and facilitate academic achievement through supporting socio-emotional foundations of learning. The aim was to examine the relationship between socio-emotional resiliencies and academic achievement in English and Maths for middle school students. The Clover Model predicted that resiliencies related to belonging will influence achievement during this developmental stage. Socio-emotional resiliency was measured using the Holistic Student Assessment (HSA), questionnaire addressing 14 resiliency measures, and the Strengths and Difficulties Questionnaire (SDQ) which addresses 5 more clinical socio-emotional factors. Standardized test scores were taken from the 2011 Massachusetts Comprehensive Assessment System (MCAS). A multiple regression was performed. Performance in English was predicted by higher scores in the resiliencies of ‘Action Orientation’, ‘Self-Efficacy’, ‘Academic Motivation’, and ‘Relationship with Peers’. Performance in Maths was predicted by higher ‘Action Orientation’. As a Belonging resiliency was predictive of achievement in ELA, this supports the Clover Model. Socio-emotional resiliencies are closely tied to achievement. More resiliencies were influential in ELA, and there was a common predictor, suggesting it is best to focus on the related resiliencies through the English curriculum for a global impact on healthy youth development.

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