<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2011-2084</journal-id>
<journal-title><![CDATA[International Journal of Psychological Research]]></journal-title>
<abbrev-journal-title><![CDATA[int.j.psychol.res.]]></abbrev-journal-title>
<issn>2011-2084</issn>
<publisher>
<publisher-name><![CDATA[Facultad de Psicología. Universidad de San Buenaventura, Medellín]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2011-20842020000100019</article-id>
<article-id pub-id-type="doi">10.21500/20112084.4480</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Social Support and Academic Achievement of Chinese Low-Income Children: A Mediation Effect of Academic Resilience]]></article-title>
<article-title xml:lang="es"><![CDATA[Apoyo social y logro académico de niños chinos de bajos ingresos: un efecto de mediación de la resistencia académica]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fang]]></surname>
<given-names><![CDATA[Guangbao]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Chan]]></surname>
<given-names><![CDATA[Philip Wing Keung]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Kalogeropoulos]]></surname>
<given-names><![CDATA[Penelope]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Science and Technology College  ]]></institution>
<addr-line><![CDATA[Nanchang Jiangxi]]></addr-line>
<country>China</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Monash University  ]]></institution>
<addr-line><![CDATA[Melbourne Victoria]]></addr-line>
<country>Australia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2020</year>
</pub-date>
<volume>13</volume>
<numero>1</numero>
<fpage>19</fpage>
<lpage>28</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S2011-20842020000100019&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S2011-20842020000100019&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S2011-20842020000100019&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract. Using nation-wide survey data (N=2328) from China, this study investigates how social support from family, peers, and teachers influence low-income household children&#8217;s (from 13 to 15 years old) academic resilience, as well as how academic resilience mediates the relationship between social support and children&#8217;s academic achievement. Structural equation modelling was adopted to analyse the data. The results reveal that (1) low-income household children&#8217;s family, peer, and teacher support are associated with their academic resilience; (2) peer support and academic resilience of low-income household children significantly relate with their academic achievements; (3) academic resilience plays a full mediation role in teacher support and a partial mediation role in peer support on children&#8217;s academic achievement. The implications of this study on theory and practice, the limitations, and future research directions are discussed.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen. Utilizando datos de encuestas a nivel nacional (N = 2328) de China, este estudio investiga cómo el apoyo social de la familia, los compañeros y los maestros influyen en la resiliencia académica de los niños de bajos ingresos (de 13 a 15 años), así como la resiliencia académica interviene en la relación entre el apoyo social y el rendimiento académico de los niños. Se adoptó el modelo de ecuaciones estructurales para analizar los datos. Los resultados revelan que (1) el apoyo familiar, de pares y de maestros de niños de bajos ingresos en el hogar está asociado con su capacidad de resilencia académica; (2) el apoyo entre pares y la resilencia académica de los niños de hogares de bajos ingresos se relacionan significativamente con sus logros académicos; (3) la capacidad de resilencia académica desempeña un papel de mediación total en el apoyo del maestro y un papel de mediación parcial en el apoyo de los compañeros en el rendimiento académico de los niños. Se discuten las implicaciones de este estudio en la teoría y la práctica, además de las limitaciones y las futuras direcciones de investigación.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Social support]]></kwd>
<kwd lng="en"><![CDATA[Academic resilience]]></kwd>
<kwd lng="en"><![CDATA[Low-income children]]></kwd>
<kwd lng="en"><![CDATA[Academic achievement]]></kwd>
<kwd lng="es"><![CDATA[Apoyo social]]></kwd>
<kwd lng="es"><![CDATA[resiliencia académica]]></kwd>
<kwd lng="es"><![CDATA[niños de bajos ingresos]]></kwd>
<kwd lng="es"><![CDATA[logro académico]]></kwd>
</kwd-group>
</article-meta>
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