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Although academic resilience is of great concern to contemporary educational practitioners, there is no consensus on its measurement. Furthermore, protective factors characterized by East Asian societal contexts remain ambiguous. This systematic review aims to offer an overview of the operational definitions, statistical methodology, and protective factors of academic resilience identified in East Asian countries/economies. With a focus on large-scale assessment (LSA) research, three databases (i.e., Web of Science, CNKI, and AiritiLibary) were searched and returned 31 peer-reviewed studies over the last decade. Results indicated that the definition-driven method was commonly adopted in international LSA studies (e.g., Programme for the International Student Assessment) to measure academic resilience, and the research conducted in national/regional LSA (e.g., China Education Panel Survey) tended to use the process-driven approach. Logistic regression was the most frequently data analysis technique utilized in the definition-driven approach, while structural equation modeling and mediation/moderation analyses accounted for the largest proportion of the process-driven methods. Our study shed light on the methodological issues of academic resilience in LSA. Additionally, it highlights the aspiration of educational researchers to identify Asian-specific protective factors from the social-ecological perspective to propose appropriate interventions fostering academic resilience.

Several international large-scale assessments were conducted at the turn of the new century, and during the past two decades the Programme for International Student Assessment (PISA) completed seven cycles of assessment to facilitate practitioners' policy debates and governance. This study reviews PISA-related articles published in English and Chinese. Three literature databases were searched, with a focus on SSCI, CSSCI, and TSSCI journal publications. The frequency of publication was analyzed according to the author's country affiliation, type of journal, and research categories/themes. Findings indicate that research on student-, school- and system-level indicators with a focus on students' learning processes and outcomes as well as critiques of technical matters on PISA were frequent topics in the literature during the past two decades. Issues of equality and equity examined in the publications have implications for enhancing practitioners' capabilities in terms of policy making and governance.

With the rapid growth of education data in large-scale assessment, machine learning techniques are crucial to the interdisciplinary development of education and information. Although data mining tools are increasingly used to predict overall student performance, resilient students in the digital world remain unstudied. Our study aims to comprehensively identify key features in the classification of academically resilient students (ARS) and non-academically resilient students (NRS) in digital reading. With a sample of 11,496 disadvantaged students from seven high-performing Asian economies, data drawn from the Programme for International Student Assessment (PISA) 2018 were analyzed through Support Vector Machine (SVM). Results indicated that 20 key features were selected from 105 contextual features at the individual, home, and school levels, which demonstrated a high predictive ability of the model. Personal experience, especially the use of metacognitive strategies in digital reading and reading enjoyment were predominant features. Interestingly, information and communication technology (ICT) resources and usage showed mixed effects on resilient students. This study provides significant implications for cultivating resilient students in online learning environments.

Background: Endoscopic thyroidectomy via thoracic/breast approach is an acceptable and successful technique in Asia. This technique has the advantage of better cosmesis compared with open or even video-assisted thyroidectomy. Unfortunately, because of the need for three separate ports, conventional endoscopic thyroidectomy usually involves significantly more tissue dissection, and thus more injury to patients, limiting the popularity of this technique. We herein present 35 cases of trans-areola single-site endoscopic thyroidectomy (TASSET), which was first performed in 2009. Methods: Thirty-five patients who underwent TASSET for thyroid nodules from September 2009 to March 2011 were evaluated. The surgical outcomes of the surgery were retrospectively analyzed, including conversion, operative time, estimated blood loss, complications, length of stay, and patient satisfaction. Results: Thirty-one of the 35 patients (88.5%) underwent successful TASSET, with subtotal lobectomy being the most common procedure. Median operative time for the surgery was 153.65 min (range 100-190 min). Estimated blood loss ranged from 20 to 40 mL. Length of postoperative stay ranged from 2 to 4 days (average 2.5 days). Visual analog scale scores were 0 to 4 without administration of analgesics. The complication rate was low (8.6%) and included one case of transient recurrent laryngeal nerve (RLN) palsy, one case of subcutaneous seroma, and one case of tracheal injury. All patients were satisfied with the cosmetic outcome after mean follow-up of 8 months. Conclusions: TASSET is feasible and safe, with great cosmetic benefits and less injury than other procedures. It may become an alternative procedure for treatment of patients with benign thyroid tumors, especially those with strong desire for cervical cosmesis. [ABSTRACT FROM AUTHOR]