Table 1 Matching the implication of the identified theoretical frameworks with resilience constructs
From: The framework of Systematic Assessment for Resilience (SAR): development and validation
Resilience constructs [34] | ||||||
|---|---|---|---|---|---|---|
Control | Involvement | Resourceful | Growth | |||
Areas of narrative review | Theoretical frameworks | Implication(s) which can used to promote resilience | ||||
Academic resilience | Motivation boosters and guzzlers model [33] | • Self-belief | ✓ | ✓ | ||
• Value of schooling | ✓ | |||||
• Learning persistence | ✓ | ✓ | ||||
• Planning and monitoring | ✓ | ✓ | ✓ | ✓ | ||
• Study management | ||||||
• Low anxiety | ✓ | |||||
The 5-C (confidence, coordination, control, composure and commitment) model of academic resilience. [61] | • Confidence, is synonymous with self-efficacy | ✓ | ||||
• Coordination, which means the ability of planning study tasks | ✓ | ✓ | ||||
• Control, which refers to the ability to exert control over perceived uncertainty. | ✓ | |||||
• Composure, which indicates a low level of anxiety | ✓ | ✓ | ||||
• Commitment, which entails keeping persistence. | ✓ | |||||
Coping reservoir tank [62] | • Psychosocial support | ✓ | ||||
• Social/healthy activities | ✓ | |||||
• Mentorship | ✓ | |||||
• Intellectual Stimulation | ✓ | ✓ | ||||
Academic buoyancy process model [63] | • Increase self-efficacy | ✓ | ||||
• More engagement in the academic context | ✓ | |||||
• Low anxiety environment | ✓ | ✓ | ||||
• More ability to control surroundings | ✓ | |||||
• Good teacher-students relationship | ✓ | |||||
Higher-order model of resilience [64] | • Purpose in life | ✓ | ✓ | |||
• Self-esteem | ✓ | ✓ | ||||
• Life satisfaction | ✓ | |||||
• Cognitive flexibility | ✓ | ✓ | ||||
• Proactive coping | ✓ | ✓ | ||||
• Social support | ✓ | |||||
Assessment system | Utility of assessment [65] | • The educational effect should be considered as a means of improving students' learning and mental well-being. | ✓ | ✓ | ||
The supporting framework for student learning under assessment [66] | • Assessment expectations should be communicated clearly with students | ✓ | ✓ | |||
• Sufficient feedback should be provided | ✓ | ✓ | ||||
• Feedback should be focused on learning rather than on marks or students themselves | ✓ | ✓ | ||||
• Feedback should be linked to the purpose of the task and to its criteria | ✓ | ✓ | ||||
• Feedback should be understandable to students | ✓ | ✓ | ||||
The wheel of competency assessment program [67] | • Assessment should have educational consequences (e.g. feedback) | ✓ | ✓ | |||
• Assessment should be meaningfulness (clear communication of what is expected and what done) | ✓ | ✓ | ✓ | |||
• A transparent communication of the assessment should be made. | ✓ | ✓ | ||||
Good feedback practice model [68] | • The assessment process should assist in clarifying what constitutes good performance (goals, criteria, expected standards). | ✓ | ||||
• The assessment process should aid in the development of self-assessment (reflection) skills in the learning environment. | ✓ | ✓ | ||||
• The assessment process should provide students with high-quality information about their learning progress. | ✓ | ✓ | ||||
• The assessment process should promote dialogue between teachers and students about what they are learning. | ✓ | ✓ | ✓ | |||
• A positive assessment should promote positive motivational beliefs and self-esteem in the participants. | ✓ | ✓ | ||||
• When a performance gap exists between current and desired performance, the assessment should identify ways to close it. | ✓ | ✓ | ||||
• Teachers should be provided with information from the assessment that they can use to help shape their instruction. | ||||||
A new model for designing programs of assessment [69] | • Assessment drives learning | ✓ | ✓ | |||
Criteria of good assessment [70] | • The educational effect should be considered as a means of improving students' learning and mental well-being. | ✓ | ✓ | ✓ | ||
A model of the pre-assessment learning effects on student assessment. [71] | • Improving learning outcomes through assessment design that takes into account impact appraisal, or the student's appraisal of the assessment | ✓ | ✓ | ✓ | ||
• Designing assessments to promote learning while taking response appraisal into consideration | ✓ | ✓ | ||||
• Assessment should be designed to promote learning and take into account perceived agency. | ✓ | ✓ | ||||
• Consideration of interpersonal factors in the design of assessments to promote learning | ✓ | ✓ | ||||
Aspire criteria for assessment [72] | • Learning opportunities should be supported, enhanced, and created through the assessment programme. | ✓ | ✓ | |||
Test anxiety | • Students’ cognitive reactions can be better controlled by improving their own perception, which will reduce test anxiety. | ✓ | ✓ | |||
• Students' emotional reactions can be controlled by managing their interactions on exam day. | ✓ | ✓ | ||||
The learning deficit model [75] | • Assistance in improving preparation will help students to feel less anxious about tests. | ✓ | ✓ | |||
The dual deficit model [76] | • All the previous implications are applied here as this theory was built on them. | ✓ | ✓ | ✓ | ✓ | |
Self-regulation model [77] | • Help student to set goals through good feedback and continuous monitoring | ✓ | ✓ | |||
Self-Worth Model [78] | • Improving the positive self-image of students by dealing with them in a temperate manner in all situations, particularly during examinations. | ✓ | ✓ | |||
Transactional Process Model [79] | • Interventions to improve the impact of each of the following will reduce test anxiety: Students psychological effects | ✓ | ✓ | |||
• Interventions to improve the impact of each of the following will reduce test anxiety: Environmental situations | ✓ | ✓ | ||||