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Academic Drive, Resilience and the At-Risk Student


The issue of inspection was educational resilience and drive and exactly how it pertains to the at-risk learner. Inspiration and resilience are two key factors students need in order to achieve academic success. Students with drive and resilience succeed in school and have a developed sense of self-efficacy. Successful students can see the bond between college and future goals, and are more likely to perform tasks even when they become difficult (Berger, 2013). This is characterized as resilience. These students have the ability to achieve academically and will probably persist to graduation. Students who are not succeeding academically have an increased potential of declining or dropping away of school (Donnelly, 1987). These students are believed at-risk. Characteristics of the at-risk scholar include: "low educational success, low self-esteem, guys, minority, and low socioeconomic position" (Donnelly, 1987).

How does family background impact the at-risk learner? Corresponding to Donnelly, "Students who are both low income and minority status are at an increased risk [of declining]; their parents may have low educational backgrounds and might not exactly have high educational goals for their children" (Donnelly, 1987). Berger expresses, at-risk students will experience behavior issues, lower attendance rates, poor grades, lack route, and neglect to use self-regulation strategies (Berger, 2013). If students are employed in university are they less likely to drop-out? Berger (2013) suggested when students are employed in school and also have positive connections they might be able to beat many of the barriers which exist in order to achieve success while in institution and persist until graduation.

How does inspiration and resilience effect graduation rates? While much work has been done to boost graduation rates over the past eight years, resilience and motivation are two essential characteristics students need to be able to persist in institution academically. When students experience positive interactions with instructors and other parents, motivation and engagement increase (Berger, 2013). Students want to start to see the connection between the task and how it connects to their future. Students need to feel backed to become successful; positive associations with parents and professors are imperative for students to achieve success.

Statement of the Problem

At-Risk students will fail and drop-out of university because they lack inspiration and resilience academically. When students leave university before completing requirements, the results are dire. Students who leave university early tend to be still left with little options later in life. They more likely to see lower salary in life, and are less inclined to attend college. If the at-risk student sign up for college, they can be much less likely to complete school compared to their peers, who are 83% much more likely to complete (Berger, 2013).

When are students mostly likely to are unsuccessful? Regarding to Finn and Rock and roll (1997), investigating early on behavior and academic patterns you can be able predict academics success in old age. Reaching students early on is important when confronting barriers. Building positive connections with caring individuals is also necessary for students to develop resilience and drive. The purpose of this review is to research counselor intervention programs and the effect of drive and resilience in at-risk 9th level students. At-risk is thought as students who are under-achieving academically, have lower attendance rates and who have experienced behavior issues. Will students who've positive attachments to professors or counselors perform much better than students who do not?

Statement of the Hypothesis

Prior research has shown that positive university experiences and encouraging relationships at institution have had a positive effect on at-risk students' proposal and determination (Scheel et al. , 2009). Therefore, it is hypothesized if at-risk students are involved in a counseling intervention program then there will be a rise in academic achievement, students will experience less behavior problems, and students will experience an increase of inspiration academically.


Berger C 2013 Bring out teh Brilliance: A Counseling Intervention for Underachieving Students. Berger, C. (2013). Bring out the Brilliance: A Counseling Intervention for Underachieving Students. Professional Institution Counseling, 17(1), 86-89. 201703241158141438499809

Donnelly M At-Risk Students. ERIC Process [Supplemental materials]. 20170325140827109581351Donnelly M 1987 At-Risk Students. Donnelly, M. (1987). At-Risk Students. ERIC Process, 21. Retrieved March 25, 2017, from https://www. ericdigests. org/pre-928/risk. htm 20170325141053517867326

Finn J D Rock D A 1997 Academic Success Among Students At-Risk for School Failure. Finn, J. D. , & Rock and roll, D. A. (1997). Academic Success among Students At-Risk for School Failure. The North american Psychological Association, 82(2), 221-234. 201703241224041284194231

Scheel M Madabhushi S Backhaus A 2009 Academic Desire of At-Risk Students in a Counseling Prevention Program. Scheel, M. , Madabhushi, S. , & Backhaus, A. (2009). The Academics Desire of At-Risk Students in a Counseling Prevention Program. The Counseling Psychologist, 37(8), 1147-1178. 20170324122636560129761

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