Elementary students’ perceptions of classroom resilience-promoting factors in China and the United States

Elementary students’ perceptions of classroom resilience-promoting factors in China and the United States

This study used ClassMaps Survey to investigate third to fifth grade elementary students’ perceptions of five relational (e.g., teacher-student relationships and peer friendships) and three individual (e.g., academic self-efficacy and behavioral self-control) resilience-promoting factors in classrooms in China and the United States. Examination of measurement equivalence indicates that the seven-factor model excluding peer aggression has acceptable strong factorial measurement equivalence. Comparison of group means revealed common strengths in teacher–student relationships, peer friendships, challenges in behavioral self-control, and peer conflict across the two cultural groups. Interventions should be built upon positive relationships and target behavioral self-control and peer conflict.

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Ni, H., Li, C., Li, B., & Xi, H. (2020). Elementary students’ perceptions of classroom resilience-promoting factors in China and the United States. International Journal of School & Educational Psychology, 8(1), 62–73.