Examining gender and GPA as correlates of teacher-rated resilience-related indicators among refugee students in Jordan

Refugee students face compounded adversities (displacement, disrupted schooling, and socio-emotional stress) that make understanding resilience both theoretically important and practically urgent. This study examined whether gender and academic achievement (GPA) are associated with resilience-related indicators in a large sample of 13,598 refugee students in Jordan, using teacher ratings of socio-emotional and academic behaviors from the HOPE Teacher Rating Scale as a proxy measure. A two-way analysis of variance (ANOVA) was conducted to explore the main and interaction effects of gender and GPA categories (acceptable, good, very good, and excellent) on teacher-rated resilience-related proxy scores. Results revealed a statistically significant main effect of GPA, F(3, 13,590) = 5152.11, p < .001, with GPA accounting for 53.1% of the variance in teacher-rated resilience-related proxy scores. Gender also showed a significant main effect, F(1, 13,590) = 16.89, p < .001, but with a negligible effect size. A significant interaction between gender and GPA was observed, F(3, 13,590) = 11.55, p < .001, although the effect size remained minimal. These findings highlight the association between academic performance and resilience-related indicators among refugee youth and suggest implications for differentiated educational support.