BACKGROUND Students' academic achievement depends on their personal, family and sociocultural characteristics. This study aims to identify the personal and family factors of European students who do not perform as expected, whether by surpassing expectations (resilient) or by failing to meet them (low performers). METHOD The sample was composed of 117,539 fourth grade students who completed the Progress in International Reading Literacy Study (PIRLS) test, from 23 European Union countries. Academic performance was evaluated via a reading comprehension test. For each country, two binary logistic regression models were used, one for resilient students and the other for low performers. Variables related to the students and their families were used as predictor variables. RESULTS Significant differences were found between European countries in terms of the proportion of resilient and low performing students. The two variables with the most predictive power were student confidence with reading, and having done early literacy activities. CONCLUSIONS Students' personal characteristics and family conditions are instrumental in students being considered resilient or low performers.

中文翻译：

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弹性低下的学生：欧洲国家的个人和家庭决定因素。

背景技术学生的学业成就取决于他们的个人，家庭和社会文化特征。这项研究旨在确定欧洲学生表现不佳的个人和家庭因素，无论是超出期望（有弹性）还是未能达到期望（表现欠佳）。方法样本由来自23个欧盟国家的117,539名四年级学生组成，他们完成了国际阅读素养研究（PIRLS）测试。通过阅读理解测试评估学习成绩。对于每个国家，使用了两种二元logistic回归模型，一种用于适应能力强的学生，另一种用于绩效低下的人。与学生及其家庭有关的变量用作预测变量。结果在韧性强和表现欠佳的学生比例方面，欧洲国家之间存在显着差异。具有最大预测能力的两个变量是学生对阅读的信心以及已经进行的早期扫盲活动。结论学生的个人特征和家庭条件有助于他们被认为是有弹性的或表现欠佳的学生。