Resilient students goals and motivation

This paper presents the results of an exploratory analysis, description, and comparison of the self-concept and motivational patterns of academically resilient, non-resilient students, advantaged achievers, and advantaged low-achievers. Resilient students are defined as coming from an impoverished and stressful environment, yet achieving a 2·75 or greater grade point average (GPA). Non-resilient students come from the same background, yet do not have the requisite GPA. There are 17 resilient students and there are 19 non-resilient students. The advantaged achievers come from a low-stress, high-SES background and have a 2·75 or greater GPA. The advantaged low-achievers come from a low-stress, high-SES background, but their GPA falls below 2·75. There are 19 advantaged achievers and nine advantaged lowachievers. Goals, self-concept, and environmental support beliefs are measured by the Assessment of Personal Agency Beliefs and the High School Assessment of Academic SelfConcept. The results show significant results in the cognitive beliefs subscale, social beliefs subscale, general extra-curricular beliefs subscale, and the personal trust subscale.