Classroom Learning Environment And Academic Resilience: A Person-Based Approach

Abstract

This study provided a person-based approach to explore the impact of classroom learning environment (CLE) on academic resilience among students with low socioeconomic status (SES) in Vietnam. Using the data from Programme for International Student Assessment (PISA) 2018, the study discovered the disparity in CLE factors reported by students. From a total of 5773 Vietnamese participants from all backgrounds, a sample of 1695 low-SES students was drawn for analysis, 32 percent of whom was identified as resilient. Through their response to the PISA items regarding different instructional practices and disciplinary climate in reading lessons, Latent Profile Analysis (LPA) divided children into five subgroups: Teacher-centered (34.8%), Student-centered (14.6%), High Practice (21.1%), Low-practice (20.5%) and Disorderly (9%). These subgroups varied substantially in reading achievement and resilience rate. As educational equity is reflected by the relationship between academic performance and socioeconomic status, pairwise homogeneity of regression slopes was conducted between the subgroups. The High-practice group obtained the largest proportion of resilient students whereas having the weakest SES gradient. In contrast, the Low-practice group reported the lowest achievement and equity. The study provides evidence of the role of teachers and CLE in fostering academic resilience and moderating educational equity.