Resilience development of Swiss adolescents. A convergent mixed-methods approach
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2024
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01A - Journal article
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Education Sciences
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14
Issue / Number
5
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MDPI
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Abstract
Introduction: We applied a convergent mixed-methods research design, focusing on data from Swiss students to identify patterns of resilience development in high school. Method: The study consisted of an online longitudinal survey conducted in two waves, in autumn 2019 (n = 377 grade seven) and spring 2021 (n = 257 grade eight). By combining latent transition analysis (LTA), a person-oriented quantitative method, and qualitative content analysis, we detected four resilience patterns. Results: The longitudinal survey revealed a decrease in the “blooming” pattern (students who displayed high levels of individual and social support indicators as well as satisfaction with their grades and academic success measures) over time and, on the other hand, an increase in the “challenged” pattern, suggesting larger numbers of students with low levels of social support and academic success. Additionally, qualitative interviews were conducted with four students from the sample. These interviews provided insights into the stressors; coping experiences, skills, processes, and resources; and outcomes related to resilience. Discussion: The analysis revealed key factors contributing to resilience, including empowering experiences, supportive individuals, self-help as a prioritized resource, and a positive school environment. Merging the data has elicited various claims such as improving both home and school environments, along with focusing on elaborating their interplay, is the most efficacious approach to bolstering resilience.
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370 - Erziehung, Schul- und Bildungswesen
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ISSN
2227-7102
Language
English
Created during FHNW affiliation
Yes
Strategic action fields FHNW
Publication status
Published
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Peer review of the complete publication
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Gold
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Citation
KASSIS, Wassilis, Ulrike GRAF, Christian RIETZ und Franziska WIDMER, 2024. Resilience development of Swiss adolescents. A convergent mixed-methods approach. Education Sciences. 2024. Bd. 14, Nr. 5. DOI 10.3390/educsci14050456. Verfügbar unter: https://doi.org/10.26041/fhnw-8935