Академическая резильентность учащихся российских школ: возможности компенсации низкого семейного статуса и последствий школьного буллинга
Аннотация
На основании результатов опроса 18 466 учащихся 6–9-х классов городских и сельских школ в Калужской области анализируется феномен академической резильентности с точки зрения эффекта накопления рисков снижения успеваемости, а также защитных факторов для конкретных комбинаций рисков. Рассматриваются три комбинации рисков: только низкий социально-профессиональный статус семьи, низкий социально-профессиональный статус семьи и унижения со стороны учителей, низкий социально-профессиональный статус семьи и буллинг со стороны сверстников. Установлено, что самым сильным предиктором снижения успеваемости учащихся является низкий социально-профессиональный статус семьи. Подтверждена гипотеза о накоплении рисков: у школьников, подвергающихся комбинации двух неблагоприятных факторов, меньше шансов на резильентность. При этом по негативному эффекту унижения со стороны учителей превосходят буллинг со стороны сверстников. Универсальными факторами защиты от рисков оказались вовлеченность семьи в школьное обучение ребенка и количество книг дома. У учащихся, подвергающихся воздействию сразу двух рисков, меньше защитных факторов: чувство принадлежности к школе не повышает их шансы на резильентность, в отличие от тех, кто подвержен только одному риску. Чтобы повысить шансы российских школьников на академическую резильентность, необходимо разрабатывать специальные программы вмешательств.
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