何以获得学业成就:对学业抗逆及其保护因素的再审思

How Academic Success is Achieved:Re-examination of Academic Resilience and Its Protective Factors

“抗逆力”概念的提出源自20世纪70年代中期的儿童心理学,经历了特质论、结果论、过程论、能力论四个阶段。虽说研究者基于各自的研究立场对“抗逆力”概念本身进行了多个角度的阐释,但并不意味着各种定义之间非此即彼,且在在实际研究当中往往呈现整合的局面。教育学领域常使用“学业抗逆”的概念,从危险因素与保护因素之间博弈的角度来解释处境不利学生何以取得学业成就。中西方研究共同发现,促成学业抗逆的保护因素可能来自于家庭、学校和个人层面。未来本土的研究,一是要探索中国传统文化和中国话语对于抗逆学生行为的影响,二是对于逆境和学业成就的界定应该随着研究对象的扩大而有所更新,三是要将质性研究更多地运用于对少数群体的抗逆历程研究当中。

The concept of"resilience"originated from the child psychology in the mid-1970s and has experienced four stages:trait theory,consequence theory,process theory and ability theory.Although researchers have interpreted the concept of“resilience”from multiple angles based on their respective research positions,it does not mean that various definitions are either one or the other and the actual research often presents a situation of integration.In practical research,there is often a situation of integration.The concept of"academic resilience"is often used in the field of pedagogy to explain how disadvantaged students achieve academic success from the perspective of the game between risk factors and protection factors.Chinese and Western studies jointly found that protective factors contributing to academic resilience may come from family,school and individual levels.For the future localized research,first is to explore the influence of traditional Chinese culture and Chinese discourse on the resilient behavior of students.Second,the definition of adversity and academic achievement should be updated with the expansion of study subjects.Third,qualitative research should be applied more to the study of the resilient process of minority groups.