BACKGROUND Academically resilient students are those who exhibit high performance starting from a disadvantaged socioeconomic situation. This study aims to identify the personal, school, and national factors that are associated with that resilience in the European Union (EU). METHOD The sample comprised 96556 fourth grade students from 21 EU countries participating in TIMSS-2019. Two three-level logistic regression models were specified for the overall sample. RESULTS The EU has an average of 25.67% resilient students in mathematics and 24.16% in science. Student confidence and having done prior linguistic tasks at school were the variables with the most predictive power after accounting for gender and students' immigrant background. The European countries analyzed largely compensated for the doubly-disadvantaged situation of immigrant students. Those countries with higher proportions of low-performing students had fewer resilient students. CONCLUSIONS The educational policies in the EU member states are able to largely compensate for unfavorable starting positions; fundamentally, policies of a social nature such as support for immigrant students, families, or schools.

中文翻译：

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数学和科学的学术弹性：欧洲 TIMSS-2019 数据。

背景 学业有弹性的学生是那些从处于不利的社会经济状况开始表现出高绩效的学生。本研究旨在确定与欧盟 (EU) 弹性相关的个人、学校和国家因素。方法 样本包括来自 21 个欧盟国家参加 TIMSS-2019 的 96556 名四年级学生。为整个样本指定了两个三水平逻辑回归模型。结果 欧盟平均有 25.67% 的弹性学生在数学和 24.16% 的科学。在考虑了性别和学生的移民背景后，学生的信心和在学校完成过之前的语言任务是最具预测能力的变量。所分析的欧洲国家在很大程度上弥补了移民学生的双重不利处境。那些表现不佳的学生比例较高的国家，弹性学生较少。结论 欧盟成员国的教育政策能够在很大程度上弥补不利的起始位置；从根本上说，是社会性质的政策，例如对移民学生、家庭或学校的支持。