Identifying school-level factors predicting academic resilience in Sweden: evidence from PISA studies

• Kajsa Yang Hansen ^[1] ; Cecilia Thorsen ^[2] ; Stefan Johansson ^[1]
  1. [1] University of Gothenburg

     University of Gothenburg

     Suecia

     
  2. [2] University West

     University West

     Suecia

     
• Localización: European Journal of Psychology of Education, ISSN-e 1878-5174, ISSN 0256-2928, Vol. 40, Nº 2, 2025
• Idioma: inglés
• DOI: 10.1007/s10212-025-00970-6
• Enlaces
  • Texto completo
• Resumen

  • The study investigates the academic resilience of Swedish students, focusing on how school-level factors contribute to achievement differences between resilient and non-resilient students. Using data from PISA cycles from 2000 to 2015, the study employs propensity score matching and hierarchical linear modeling to examine the impact of individual, teacher, and school-level factors on student achievement in science, mathematics, and reading. The findings highlight the importance of school resources, teacher-student relationships, and school climate in fostering resilience among students from low socioeconomic backgrounds. The study also addresses limitations like reduced sample size and variability in data across PISA cycles, suggesting future research to enhance statistical power and cross-cycle comparisons.

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