Low psychological resilience as a reason of low academic performance in schoolchildren 831
, PhD in Education, associate professor of the department of foreign and russian philology, Moscow State University of psychology and Education, Moscow, Russia, email@example.comKrukovskaya O.A.
, PhD in Education, Department of Foreign and Russian Philology, Moscow State University of Psychology and Education, Moscow, Russia, firstname.lastname@example.orgIvolina T.V.
, – assistant professor of the Department of Foreign and Russian philology, Moscow State University of Psychology & Educatio, Moscow, Russia, email@example.comDedova O.V.
, assistant professor of the Department of Foreign and Russian philology, Moscow State University of Psychology & Education, Moscow, Russia, firstname.lastname@example.org
The article reviews the array of English-language publications (dated 2014-2018) on psychological resilience of schoolchildren. It discloses three main areas of research. Firstly it presents an innovative and multi-system model of psychological stability – Multi-System Model of Resilience (MSRM) developed in 2017 in Ryerson University (Toronto, Canada). The review introduces a fundamental theoretical and empirical "cluster" of studies focused on a particular aspect of this issue in the global scientometric space of psychological resilience in students of all ages. It also gives an indication of the relevance of psychological resilience for secondary special education. We also tried to show some innovative approaches to strengthening the psychological resilience in children, adolescents and young people both connected and not connected with the educational environment, as well as examples of intersectoral and interdisciplinary cooperation in the study of this problem
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