Resilience capacity in school aged children
Конференцијски прилог (Објављена верзија)
Метаподаци
Приказ свих података о документуАпстракт
Resilience, as the capacity of a dynamic system to adapt
successfully to challenges that threaten the function, survival, or
development of the system, is one of prominent protective processes
relevant for positive youth development and problem behavior
prevention. In order to explore the resilience capacity of school-aged
children, a research was set up with the main aim of assessing the
resources available to individuals that may bolster their resilience.
Research was conducted during June 2019, on a convenience sample
of 298 students of the first and second grade of four Belgrade high
schools (49.7% girls; Mage = 15.6, SD = 0.3). Data were collected using
the Child and Youth Resilience Measure – CYRM-28 with a fivepoint
response scale, α = .90 (Ungar, 2016) comprising three subscales:
individual capacities/resources (α = .81), relationships with
primary caregivers (α = .81) and contextual factors that facilitate a
sense of belonging (α = .80). Results show that student...s gain a total average score of M = 116.06, SD = 14.99 (min = 48, max = 140), with
no significant gender differences in the sample (t(296) = 0.74, p > .05).
Following the guidelines of the authors of the instrument, by using
T scores, low, moderate, high and exceptional resilience capacity
categories of students were made. Based on the results, 13.1% of the
sample has low resilience capacity, 32.2% moderate, 40.6% high and
14.1% exceptional. Descriptive analysis shows that, when it comes to
three components of the resilience capacity measure, students have
somewhat higher relationship (M = 4.34, SD = 0.68) and individual
resilience capacity (M = 4.31, SD = 0.53) than contextual capacity for
resilience (M = 3.85, SD = 0.71). Research findings indicate that the
resilience measure can be used for mapping those students with low
resilience capacity and that overall interventions for building resilience
should primary include raising contextual resources.
Кључне речи:
resilience / resilience capacity / adolescents / schoolИзвор:
Psychology in the function of the well-being of the individual and society, 2021, 91-92Издавач:
- Niš : Faculty of Philosophy
Напомена:
- book of abstracts / 17th International Conference Days of Applied Psychology 2021, Niš, Serbia, September 24th-25th 2021.
Институција/група
IPITY - CONF AU - Popović-Ćitić, Branislava AU - Bukvić Branković, Lidija AU - Nešić, Marija AU - Kovačević-Lepojević, Marina PY - 2021 UR - http://ipir.ipisr.org.rs/handle/123456789/632 AB - Resilience, as the capacity of a dynamic system to adapt successfully to challenges that threaten the function, survival, or development of the system, is one of prominent protective processes relevant for positive youth development and problem behavior prevention. In order to explore the resilience capacity of school-aged children, a research was set up with the main aim of assessing the resources available to individuals that may bolster their resilience. Research was conducted during June 2019, on a convenience sample of 298 students of the first and second grade of four Belgrade high schools (49.7% girls; Mage = 15.6, SD = 0.3). Data were collected using the Child and Youth Resilience Measure – CYRM-28 with a fivepoint response scale, α = .90 (Ungar, 2016) comprising three subscales: individual capacities/resources (α = .81), relationships with primary caregivers (α = .81) and contextual factors that facilitate a sense of belonging (α = .80). Results show that students gain a total average score of M = 116.06, SD = 14.99 (min = 48, max = 140), with no significant gender differences in the sample (t(296) = 0.74, p > .05). Following the guidelines of the authors of the instrument, by using T scores, low, moderate, high and exceptional resilience capacity categories of students were made. Based on the results, 13.1% of the sample has low resilience capacity, 32.2% moderate, 40.6% high and 14.1% exceptional. Descriptive analysis shows that, when it comes to three components of the resilience capacity measure, students have somewhat higher relationship (M = 4.34, SD = 0.68) and individual resilience capacity (M = 4.31, SD = 0.53) than contextual capacity for resilience (M = 3.85, SD = 0.71). Research findings indicate that the resilience measure can be used for mapping those students with low resilience capacity and that overall interventions for building resilience should primary include raising contextual resources. PB - Niš : Faculty of Philosophy C3 - Psychology in the function of the well-being of the individual and society T1 - Resilience capacity in school aged children EP - 92 SP - 91 DO - 10.46630/awb.2021 ER -
@conference{ author = "Popović-Ćitić, Branislava and Bukvić Branković, Lidija and Nešić, Marija and Kovačević-Lepojević, Marina", year = "2021", abstract = "Resilience, as the capacity of a dynamic system to adapt successfully to challenges that threaten the function, survival, or development of the system, is one of prominent protective processes relevant for positive youth development and problem behavior prevention. In order to explore the resilience capacity of school-aged children, a research was set up with the main aim of assessing the resources available to individuals that may bolster their resilience. Research was conducted during June 2019, on a convenience sample of 298 students of the first and second grade of four Belgrade high schools (49.7% girls; Mage = 15.6, SD = 0.3). Data were collected using the Child and Youth Resilience Measure – CYRM-28 with a fivepoint response scale, α = .90 (Ungar, 2016) comprising three subscales: individual capacities/resources (α = .81), relationships with primary caregivers (α = .81) and contextual factors that facilitate a sense of belonging (α = .80). Results show that students gain a total average score of M = 116.06, SD = 14.99 (min = 48, max = 140), with no significant gender differences in the sample (t(296) = 0.74, p > .05). Following the guidelines of the authors of the instrument, by using T scores, low, moderate, high and exceptional resilience capacity categories of students were made. Based on the results, 13.1% of the sample has low resilience capacity, 32.2% moderate, 40.6% high and 14.1% exceptional. Descriptive analysis shows that, when it comes to three components of the resilience capacity measure, students have somewhat higher relationship (M = 4.34, SD = 0.68) and individual resilience capacity (M = 4.31, SD = 0.53) than contextual capacity for resilience (M = 3.85, SD = 0.71). Research findings indicate that the resilience measure can be used for mapping those students with low resilience capacity and that overall interventions for building resilience should primary include raising contextual resources.", publisher = "Niš : Faculty of Philosophy", journal = "Psychology in the function of the well-being of the individual and society", title = "Resilience capacity in school aged children", pages = "92-91", doi = "10.46630/awb.2021" }
Popović-Ćitić, B., Bukvić Branković, L., Nešić, M.,& Kovačević-Lepojević, M.. (2021). Resilience capacity in school aged children. in Psychology in the function of the well-being of the individual and society Niš : Faculty of Philosophy., 91-92. https://doi.org/10.46630/awb.2021
Popović-Ćitić B, Bukvić Branković L, Nešić M, Kovačević-Lepojević M. Resilience capacity in school aged children. in Psychology in the function of the well-being of the individual and society. 2021;:91-92. doi:10.46630/awb.2021 .
Popović-Ćitić, Branislava, Bukvić Branković, Lidija, Nešić, Marija, Kovačević-Lepojević, Marina, "Resilience capacity in school aged children" in Psychology in the function of the well-being of the individual and society (2021):91-92, https://doi.org/10.46630/awb.2021 . .