Academic resilience: underlying norms and validity of definitions

Abstract Academic resilience refers to students’ capacity perform highly despite a disadvantaged background. Although most studies using international large-scale assessment (ILSA) data defined academic with two criteria, student background and achievement, their conceptualizations operationalizations varied substantially. In systematic review, we identified 20 ILSA applying different approaches setting thresholds (the same fixed ones across countries or relative country-specific ones), threshold levels. Our study on the validity of these differences how they affected composition academically resilient students revealed that classification depended heavily applied. When was applied, likely be by developmental state country. This could result in an overestimation proportions some while underestimation others. Furthermore, compared application social economic capital indication, cultural indicator may lead lower shares classified as resilient. The significantly gender language depending which human were applied reflecting underlying societal characteristics. Conclusions drawn from such results specific would vary greatly. Finally, our utilizing PISA 2015 three representing diverse cultures performance levels stronger sense belonging school increased chances Peru, but not Norway Hong Kong. contrast, absence associated Kong, Peru.