Socioeconomically disadvantaged students' achievement stories: A narrative research

The purpose of this research, is to in depth examine the achievement of socioeconomically disadvantaged students with academic resilience in high school entrance exams. For this reason, narrative research design, which is one of the qualitative research designs, was used in the research. With the narrative research design, the achievement stories heard from the students were analyzed. The participants of the study were determined by the criterion sampling method, one of the purposive sampling methods. The criteria determined for academic resilience are to be in the lowest group in annual household income per capita and to be in the 1% tranche in 2022 LGS. Four students attending the 9th grade in a science high school that meet these conditions are the participants of the research. 2 of the participants are male and 2 are female students. Data were collected with a semi-structured interview form. The interviews were recorded with a smartphone. The recordings of the interviews were listened to by the researcher and transferred to the computer with an objective view. The first part of the research findings consists of four different achievement stories. Achievement stories are structured from the pure data states of the narratives, without interfering with the essence, taking into account the framework of narrative research, meaningful, fluent and chronologically structured for the readers. The second part of the findings includes the results of inductive discourse narrative analysis of success stories. As a result of the discourse analysis, 4 themes out of 228 codes (individual, family, place of study and learning material) and the main theme of protective factors from the themes were reached. As a result of the research, academically resilience students: Those who love numerical lessons, are achievement before the 8th grade, are ambitious (motivated), have a settled study pattern, show self-regulation skills, continue to work in all conditions, it has been observed that they are goal-oriented, believing that they can succeed in any situation (self-efficacy) and achievement-oriented. Protective factors that affect students' academic resilience: Academic resilience students, receive social support from their families and teachers. There is definitely a family member (mother, father and older brother) and teacher who believes he will achievement and repeats it to him. It is seen that the families of academically indomitable students generally have attitudes that are caring, non-forceful but guiding, understanding, supportive and away from poisonous sentences. The older siblings, who were successful role models, set an example and led the way in exam achievement. The school took the first place among the factors that affect the resilience of academically resilience students, based on the place of education, by far. Dershane seems to have lost its place to Youtube. The most important effect of teachers on the building of academic resilience students is that they exhibit attitudes that support their development of self-efficacy since primary school and often tell students that they believe they will succeed. Among the factors originating from the "learning material" that are effective in the resilience of academic resilience students, the discourse of solving a trial took the first place. Students almost never used the textbooks given by the state in preparation for LGS. As a result of this research, we can say that none of the students have been academically resilience due to a single protective factor. Hard to build, easy to destroy. All of them have a background. Family members and teachers who supported, showed interest and believed in her throughout her education life until today have led students to develop self-efficacy and motivation. As a result of this self-efficacy and motivation, the students worked by using the learning place and learning materials well and it was seen that they were academically resilient. Inductive discourse-narrative analysis has led to answers beyond the research questions. Among the protective factors that create academic resilience, it has been determined that there are also the factors of learning place and learning material.