This paper analyses factors associated with resilience in an educational context. In this framework, resilient students are those able to achieve excellent academic results despite their disadvantaged socioeconomic background. Over the last decade, this topic has generated a growing interest among researchers in the field of education economics. However, most efforts to date have focused on secondary education. By contrast, this study examines the main determinants of this phenomenon in primary education by exploiting the information available in the latest two waves of the TIMSS (2015) and PIRLS (2016) databases for all participating European countries (18). The results show that the skills learned by students before starting school and the socioeconomic status of their classmates are the factors that contribute most to stimulating the academic achievement of more socioeconomically disadvantaged students.

本文分析了与教育背景下的弹性相关的因素。在这个框架中，适应力强的学生是那些尽管社会经济背景不利但仍能取得优异学业成绩的学生。在过去的十年里，这个话题在教育经济学领域的研究人员中引起了越来越大的兴趣。然而，迄今为止，大多数努力都集中在中等教育上。相比之下，本研究通过利用最新两波 TIMSS（2015）和 PIRLS（2016）数据库中所有参与欧洲国家 (18) 的可用信息，研究了小学教育中这一现象的主要决定因素。