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- W3180817425 abstract "The gaps in academic standards between students receiving free school meals andtheir peers is significant. By the end of secondary school, the most disadvantagedstudents are on average two years of learning behind their better-off peers. Amonggirls, the difference is even more stark. These students often demonstrate weakercharacter/essential life skills such as a general lack of motivation, resilience anddetermination and have low attendance. The research centres on closing theattainment gaps for disadvantaged girls. The purpose is to investigate whether anintervention programme based upon research in the field of resilience could affectpositive change in female students in order to impact upon their levels ofachievement as well as their possible future aspirations, their resilience factors andretention at Sixth Form or College post Year 11. The thesis looks at the intrinsic factorsthat impact upon female students, such as values, motivations, aspirations andresilience, as well as extrinsic factors such as exam results, school, community andfamily. The research uses the Child and Youth Resilience Measure - 28 (CYRM28) andqualitative interviews to measure students’ resilience levels and attitudes to school,achieving and aspiration before and after an intervention programme. Theintervention programme focuses on developing qualities and the protective factorsthat contribute to resilience such as developing problem solving skills, having at leastone supportive adult they can turn to within school, helping students to formulateplans for the future and supporting others through volunteering and developing selfsoothing techniques. The findings from this research suggest that academicresilience does impact both positively and negatively upon academicachievement, attitudes to learning and as a result future life chances andaspirations. They also show that resilience is complex and can be developed giventhe right conditions but is also something that can decrease depending on situations,experiences and interactions which happen both in and out of school. It opens uppossibilities for future research such as how schools could consider developingstrategies to build resilience and develop students’ sense of identity and feelings ofself-worth for a particular demographic who do not necessarily identify with a cultureor belief system." @default.
- W3180817425 created "2021-07-19" @default.
- W3180817425 creator A5009077260 @default.
- W3180817425 date "2020-05-29" @default.
- W3180817425 modified "2023-09-23" @default.
- W3180817425 title "Can a targeted intervention programme promote change in the educationalaspirations, attitudes and beliefs of a group of underachieving white Britishdisadvantaged girls?" @default.
- W3180817425 doi "https://doi.org/10.48683/1926.00096801" @default.
- W3180817425 hasPublicationYear "2020" @default.
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