期刊名称：Journal of Educational, Cultural and Psychological Studies (ECPS Journal)
印刷版ISSN：2037-7924
出版年度：2017
卷号：1
期号：15
页码：21-52
DOI：10.7358/ecps-2017-015-aliv
语种：Italian
出版社：LED Edizioni Universitarie
摘要：The article discusses several models for contrasting educational poverty, demonstrating the need for actions aimed at increasing the resilience of disadvantaged children and adolescents. Different types of factors promoting resilience, on which a direct intervention of teachers and educators is possible, are identified. Subsequently, tools for evaluating these resilience factors at the individual as well as at the group-level are presented, describing their theoretical approach, their scope and their psychometric properties. For each presented indicator, the available information about gender differences and immigrant background differences is reported.
其他摘要：The article discusses several models for contrasting educational poverty, demonstrating the need for actions aimed at increasing the resilience of disadvantaged children and adolescents. Different types of factors promoting resilience, on which a direct intervention of teachers and educators is possible, are identified. Subsequently, tools for evaluating these resilience factors at the individual as well as at the group-level are presented, describing their theoretical approach, their scope and their psychometric properties. For each presented indicator, the available information about gender differences and immigrant background differences is reported.
