Pathways to educational aspirations: resilience as a mediator of proximal resources and risks

References

• Aaltonen S. 2013. ‘Trying to push things through’: forms and bounds of agency in transitions of school-age young people. Journal of Youth Studies. 16(3):375–390. doi: 10.1080/13676261.2012.733807
   Web of Science ®Google Scholar
• Advisory Group on Conduct Problems. 2013. Conduct problems – adolescent report. Wellington: Ministry of Social Development.
   Google Scholar
• Allen MP. 1997. Understanding regression analysis. New York: Plenum Press.
   Google Scholar
• Alton-Lee A. 2003. Quality teaching for diverse students in schooling: best evidence synthesis. Wellington: Ministry of Education.
   Google Scholar
• Ashby J, Schoon I. 2010. The role of aspirations, ambition and gender in predicting adult social status and earnings. Journal of Vocational Behavior. 77(3):350–360. doi: 10.1016/j.jvb.2010.06.006
   Web of Science ®Google Scholar
• Bandura A. 1982. Self-efficacy mechanisms in human agency. American Psychologist. 37:122–147. doi: 10.1037/0003-066X.37.2.122
   Web of Science ®Google Scholar
• Becker B, Tuppat J. 2013. Unequal distribution of educational outcomes between social categories: ‘Children at risk’ from a sociological perspective. Child Indicators Research. 6:737–751. doi: 10.1007/s12187-013-9190-x
   Web of Science ®Google Scholar
• Breslau J, Miller E, Joanie Chung W-J, Schweitzer J. 2011. Childhood and adolescent onset psychiatric disorders, substance use, and failure to graduate high school on time. Journal of Psychiatric Research. 45(3):295–301. doi: 10.1016/j.jpsychires.2010.06.014
   PubMed Web of Science ®Google Scholar
• Covington M. 2000. Goal theory, motivation and school achievement: an integrative review. Annual Review of Psychology. 51:171–200. doi: 10.1146/annurev.psych.51.1.171
   PubMed Web of Science ®Google Scholar
• Curran P, Hussong A. 2009. Integrative data analysis: the simultaneous analysis of multiple data sets. Psychological Methods. 14:81–100. doi: 10.1037/a0015914
   PubMed Web of Science ®Google Scholar
• Day L, Hanson K, Maltby J, Proctor C, Wood A. 2010. Hope uniquely predicts objective academic achievement above intelligence, personality and previous academic achievement. Journal of Research in Personality. 44:550–553. doi: 10.1016/j.jrp.2010.05.009
   Web of Science ®Google Scholar
• Easton B. 2013. Ethnicity, gender, socioeconomic status and educational achievement: an exploration. Wellington: Post-Primary Teachers’ Association.
   Google Scholar
• Frønes I. 2010. Status zero youth in the welfare society: an analysis of young marginalised men in Norway. Child Indicators Research. 3:313–326. doi: 10.1007/s12187-009-9056-4
   Web of Science ®Google Scholar
• Gibb S, Fergusson D, Horwood L. 2010. Burden of psychiatric disorder in young adulthood and life outcomes at age 30. British Journal of Psychiatry. 197(2):122–127. doi: 10.1192/bjp.bp.109.076570
   PubMed Web of Science ®Google Scholar
• Goodman R, Meltzer H, Bailey V. 1998. The strengths and difficulties questionnaire: a pilot study on the validity of the self-report version. European Child and Adolescent Psychiatry. 7:125–130. doi: 10.1007/s007870050057
   PubMed Web of Science ®Google Scholar
• Gray J, Beresford Q. 2002. Aboriginal non-attendance at school: revisiting the debate. Australian Educational Researcher. 29:27–42. doi: 10.1007/BF03219768
   Google Scholar
• Hammen C, Brennan PA, Keenan-Miller D, Herr NR. 2008. Early onset recurrent subtype of adolescent depression: clinical and psychosocial correlates. Journal of Child Psychology and Psychiatry. 49(4):433–440. doi: 10.1111/j.1469-7610.2007.01850.x
   PubMed Web of Science ®Google Scholar
• Jacobsen V, Mays N, Crawford R, Annesley B, Christoffel P, Johnston G, Durbin S. 2002. Investing in wellbeing: an analytical framework. The New Zealand Treasury Working Paper 02/23: Wellington, New Zealand: The New Zealand Treasury.
   Google Scholar
• Kessler R, Foster C, Saunders W, Stang P. 1995. Social consequences of psychiatric disorders, I: educational attainment. American Journal of Psychiatry. 152(7):1026–1032. doi: 10.1176/ajp.152.7.1026
   PubMed Web of Science ®Google Scholar
• Liebenberg L, Ungar M, Van de Vijver FRR. 2012. Validation of the Child and Youth Resilience Measure - 28 (CYRM - 28) among Canadian youth with complex needs. Research on Social Work Practice. 22(2):219–226. doi:10.1177/1049731511428619.
   Web of Science ®Google Scholar
• Lumby J. 2012. Disengaged and disaffected young people: surviving the system. British Educational Research Journal. 38(2):261–279. doi: 10.1080/01411926.2010.541553
   Web of Science ®Google Scholar
• Määttä S, Nurmi J, Stattin H. 2007. Achievement orientations, school adjustment and wellbeing: a longitudinal study. Journal of Research on Adolescence. 17:789–812. doi: 10.1111/j.1532-7795.2007.00547.x
   Web of Science ®Google Scholar
• Martin A. 2011. Holding back and holding behind: grade retention and students’ non-academic and academic outcomes. British Educational Research Journal. 37(5):739–763. doi: 10.1080/01411926.2010.490874
   Web of Science ®Google Scholar
• Masten A, Hubbard JJ, Gest SD, Tellegen A, Garmezy N, Ramirez M. 1999. Competence in the context of adversity: pathways to resilience and maladaptation from childhood to late adolescence. Development and Psychopathology. 11:143–169. doi: 10.1017/S0954579499001996
   PubMed Web of Science ®Google Scholar
• Ministry of Education. 2017. Education counts. Wellington: New Zealand Government; [accessed 2017 Jul 20]. https://www.educationcounts.govt.nz/statistics/schooling/senior-student-attainment/school-leavers2/ncea-level-1-or-above-numbers.
   Google Scholar
• Muthén L, Muthén B. 1998–2012. Mplus users guide. 7th ed. Los Angeles (CA): Muthén & Muthén.
   Google Scholar
• Nicoll WG. 2014. Developing transformative schools: a resilience-focused paradigm for education. The International Journal of Emotional Education. 6(1):47–65.
   Google Scholar
• Poulin C, Hand D, Boudreau B. 2005. Validity of a 12-item version of the CES-D used in the national longitudinal study of children and youth. Chronic Diseases in Canada. 26(2–3):65–72.
   PubMedGoogle Scholar
• Rutter M. 2000. Resilience reconsidered: conceptual considerations, empirical findings and policy implications. In: Shonkoff J, Meisels S, editors. Handbook of early intervention. New York: Cambridge University Press; p. 651–682.
   Google Scholar
• Sackett PR, Yang H. 2000. Correction for range restriction: an expanded typology. Journal of Applied Psychology. 85:112–118. doi: 10.1037/0021-9010.85.1.112
   PubMed Web of Science ®Google Scholar
• Saewyc E, Edinburgh L. 2010. Restoring healthy developmental trajectories for sexually exploited young runaway girls: fostering protective factors and reducing risk behaviors. Journal of Adolescent Health. 46:180–188. doi: 10.1016/j.jadohealth.2009.06.010
   PubMed Web of Science ®Google Scholar
• Sanders J, Munford R. 2014. Youth-centred practice: positive youth development practices and pathways to better outcomes for vulnerable youth. Children and Youth Services Review. 46:160–167. doi:10.1016/j.childyouth.2014.08.020.
   Web of Science ®Google Scholar
• Sanders J, Munford R. 2015. Fostering a sense of belonging at school-five orientations to practice that assist vulnerable youth to create a positive student identity. School Psychology International. 37(2):155–171. doi:10.1177/0143034315614688.
   Web of Science ®Google Scholar
• Sanders J, Munford R. 2017. Hidden in plain view: finding and enhancing the participation of marginalized young people in research. International Journal of Qualitative Methods. 16(1). doi:10.1177/1609406917704765.
   Web of Science ®Google Scholar
• Sanders J, Munford R, Thimarsarn-Anwar T. 2015. Staying on track despite the odds: factors that assist young people facing adversity to continue with their education. British Journal of Educational Research. doi:10.1002/berj.3202.
   Web of Science ®Google Scholar
• SAS Institute Inc. 1999. SAS. SAS campus drive. Cary (NC): SAS Institute Inc.
   Google Scholar
• Snyder C, Shorey H, Cheavens J, Mann Pulvers K, Adams III V, Wiklund C. 2002. Hope and academic success in college. Journal of Educational Psychology. 94:820–826. doi: 10.1037/0022-0663.94.4.820
   Web of Science ®Google Scholar
• Solomon Y, Rogers C. 2001. Motivational patterns in disaffected school students: insights from pupil referral unit clients. British Educational Research Journal. 27(3):331–345. doi: 10.1080/01411920120048331
   Web of Science ®Google Scholar
• Statistics New Zealand. 2013. Census 2013. [accessed 2015 Jun 1]. http://www.stats.govt.nz/Census/2013-census.aspx?gclid=EAIaIQobChMIrOzW5qLx1QIVF329Ch1g6A56EAAYASAAEgKIo_D_BwE.
   Google Scholar
• Stepp D, Pardini D, Loeber R, Morris N. 2011. The relation between adolescent social competence and young adult delinquency among at risk youth: the mediating role of peer delinquency. Canadian Journal of Psychiatry. 56:457–465. doi: 10.1177/070674371105600803
   PubMed Web of Science ®Google Scholar
• Strand S. 2010. Do some schools narrow the gap? Differential school effectiveness by ethnicity, gender, poverty and prior attainment. School Effectiveness and School Improvement. 21:289–314. doi: 10.1080/09243451003732651
   Web of Science ®Google Scholar
• Strathdee R, Engler R. 2012. Who is missing from higher education in New Zealand? British Educational Research Journal. 38(3):497–514. doi: 10.1080/01411926.2011.555519
   Web of Science ®Google Scholar
• Theokas C., Lerner RM. 2006. Observed ecological assets in families, schools, and neighborhoods: conceptualization, measurement and relations with positive and negative developmental outcomes. Applied Developmental Science. 10(2):61–74. doi: 10.1207/s1532480xads1002_2
   Google Scholar
• Theron L. 2014. Being a ‘turnaround teacher’: teacher-learner partnerships towards resilience. In: Nel M, editor. Life orientation for South African teachers. Pretoria: Van Schaik; p. 203–216.
   Google Scholar
• Ungar M. 2004. A constructionist discourse on resilience: multiple contexts, multiple realities among at-risk children and youth. Youth and Society. 35(3):341–365. doi: 10.1177/0044118X03257030
   Web of Science ®Google Scholar
• Ungar M. 2012. Introduction to the volume. In: Ungar M, editor. The social ecology of resilience: A handbook of theory and practice. New York (NY): Springer; p. 1–9.
   Google Scholar
• Ungar M. 2013. The impact of youth-adult relationships on resilience. International Journal of Child, Youth and Family Studies. 4:328–336. doi: 10.18357/ijcyfs43201312431
   Google Scholar
• Ungar M, Liebenberg L. 2013. Contextual factors related to school engagement and resilience: a study of Canadian youth with complex needs. Journal of Child and Youth Development. 1(1):3–26.
   Google Scholar
• van Dommelen-Gonzalez E, Deardorff J, Herd D, Minnis AM. 2015. Homies with aspirations and positive peer network ties: associations with reduced frequent substance use among gang-affiliated Latino youth. Journal of Urban Health.
   PubMed Web of Science ®Google Scholar
• Washburn I, Capaldi D. 2013. Influences on boys’ Marijuana use in high school: a two-part random intercept growth model. Journal of Research on Adolescence. 1–14.
   Web of Science ®Google Scholar