dc.description.abstract | Resilience, as the capacity of a dynamic system to adapt
successfully to challenges that threaten the function, survival, or
development of the system, is one of prominent protective processes
relevant for positive youth development and problem behavior
prevention. In order to explore the resilience capacity of school-aged
children, a research was set up with the main aim of assessing the
resources available to individuals that may bolster their resilience.
Research was conducted during June 2019, on a convenience sample
of 298 students of the first and second grade of four Belgrade high
schools (49.7% girls; Mage = 15.6, SD = 0.3). Data were collected using
the Child and Youth Resilience Measure – CYRM-28 with a fivepoint
response scale, α = .90 (Ungar, 2016) comprising three subscales:
individual capacities/resources (α = .81), relationships with
primary caregivers (α = .81) and contextual factors that facilitate a
sense of belonging (α = .80). Results show that students gain a total average score of M = 116.06, SD = 14.99 (min = 48, max = 140), with
no significant gender differences in the sample (t(296) = 0.74, p > .05).
Following the guidelines of the authors of the instrument, by using
T scores, low, moderate, high and exceptional resilience capacity
categories of students were made. Based on the results, 13.1% of the
sample has low resilience capacity, 32.2% moderate, 40.6% high and
14.1% exceptional. Descriptive analysis shows that, when it comes to
three components of the resilience capacity measure, students have
somewhat higher relationship (M = 4.34, SD = 0.68) and individual
resilience capacity (M = 4.31, SD = 0.53) than contextual capacity for
resilience (M = 3.85, SD = 0.71). Research findings indicate that the
resilience measure can be used for mapping those students with low
resilience capacity and that overall interventions for building resilience
should primary include raising contextual resources. | sr |