Examinando Datos de investigación (Psicología Experimental) por Agencia financiadora "European Commission (EC). Fondo Europeo de Desarrollo Regional (FEDER)"
(2024-01-23) Matías García, José Antonio; Santamaría Santigosa, Andrés; Cubero Pérez, Mercedes; Cubero Pérez, Rosario; Universidad de Sevilla. Departamento de Psicología Experimental; Universidad de Sevilla. Departamento de Psicología Evolutiva y de la Educación; Matías García, José Antonio; Santamaría Santigosa, Andrés; Cubero Pérez, Mercedes; Cubero Pérez, Rosario; Ministerio de Ciencia e Innovación (MICIN). España; European Commission (EC). Fondo Europeo de Desarrollo Regional (FEDER); Universidad de Sevilla; Universidad de Sevilla. Laboratorio de Actividad Humana HUM-327
We took an approach to educational resilience based on the analysis of learner identity of students that present a trajectory of resilience in severely impoverished neighborhoods. The sample consisted of 132 students from such at-risk neighborhoods, who, despite this risk, completed mandatory secondary education successfully and continue their education beyond that level. They were administered a modified version of the Twenty Statements Test (TST) to measure current and possible selves related to their learner identity. The organization of the self, the emotional valence, the plane of action, the thematic reference, and thematic self-continuity were analyzed, as well as possible selves’ relationship with grade level, gender, and parental formal education.
The dimensions of analysis of the responses to the TST included in the Dataset are described in the TST Coding Manual.
