"Keep Studying":A Rooted Theory Research of Academic Resilience among Doctoral Students with"Double Non-first-class"Academic Backgrounds in Elite Colleges and Universities
Resilience research from a process theory perspective views the achievement of good academic performance as the result of a game between risk factors and protective factors.This study adopts the rooted theory approach to examine the past life experiences and educational history of a group of doctor-al students from socially disadvantaged families who graduated from"double non-first-class"colleges at both undergraduate and masters levels in a"double first-class"university,and finds that:Scientific re-search quality,cultural attributes,achievement motivation,family and community environment,and teacher-student relationship were the protective factors that contributed to the group's academic resili-ence.Among them,the individual's academic interest,scientific research quality,cultural qualities and perception of the value of learning are the powerful endogenous forces for students from"double non-first-class"colleges to seek academic advancement;the parenting practice of the individual's family and the cultural concepts of the community in which he/she lives create a positive external environment for academic resilience;and the teacher-student interactions based on academic affiliation provide com-pensatory cultural capital for students from"double non-first-class"colleges,which is an important driving force that influences and leads the growth of these students.Under the dual support of the external context and the important driving forces,the individual's endogenous strength is further strengthened,and academic resilience is finally accomplished.
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