Teacher Support and Academic Resilience in Vietnam: A Psychological Analysis of Low SES Students in Pisa 2018

Abstract

This study aims to look at the relationship between teacher support and academic toughness in a developing nation. The study showed that teacher support had a substantial influence on reading literacy among “15-year-old students” from low “socioeconomic status (SES)” homes in Vietnam using data from the PISA 2018 Student Questionnaire and Cognitive Tests. A sample of 1765 underprivileged pupils was chosen from a total of 5773 Vietnamese participants from all socioeconomic levels for examination. Thus, 32% of the group with low SES were determined to be resilient. Children are divided into three subgroups based on how frequently they reported receiving support from teachers in their responses to PISA items: “High Support (74.6%), Fair Support (21.6%), and Low Support (3.8%)”. The group with the most support indicated that their pupils were the most resilient. The low support group, on the other hand, performed poorly on the reading test and had the lowest resilience levels. Additionally, as the level of support increased, there was a decreasing slope and size of the link between reading achievement and socioeconomic status. According to the results of logistic regression, the likelihood that a pupil will develop resilience will rise by 29.1 percent for every unit more of standardised teacher support. The study emphasises the importance of encouraging teachers in fostering resilience and reducing overall educational disparity.