Promoting academic satisfaction and performance: Building academic resilience through coping strategies

Iranian Evolutionary Educational Psychology Journal , 2019

Over the past two decades, academic resilience has encouraged a great deal of research. However, there is a clear shortage of suitable standard tools for assessing academic resilience in Iran. The purpose of this study was to investigate the validity and reliability of the Academic Resilience Scale (ARS-30) in Iran. For this aim, 409 high school students (202 girls and 207 boys) completed the Academic Resilience Scale and self-regulation scale. Criterion validity analysis showed that there is a correlation between academic resilience scale and academic self-regulation. The results of factor analysis of the content of the scale in terms of principal components revealed there are three factors i.e. Represents Perseverance, Reflecting and Adaptive Help-seeking, and Negative Affect and Emotional Response. Internal consistency analysis showed that items related to each factor had the most significant correlation with the total score of that factor. There was also a significant correlation between the scores for each factor and the total score. The reliability of this scale was calculated by Cronbach's alpha coefficient and test-retest method. Generally, the results showed that the academic resiliency scale has good psychometric properties and can be used as a valid and reliable tool for Iranian students.

Frontiers in psychology, 2016

Resilience is a psychological construct observed in some individuals that accounts for success despite adversity. Resilience reflects the ability to bounce back, to beat the odds and is considered an asset in human characteristic terms. Academic resilience contextualizes the resilience construct and reflects an increased likelihood of educational success despite adversity. The paper provides an account of the development of a new multidimensional construct measure of academic resilience. The 30 item Academic Resilience Scale (ARS-30) explores process-as opposed to outcome-aspects of resilience, providing a measure of academic resilience based on students' specific adaptive cognitive-affective and behavioral responses to academic adversity. Findings from the study involving a sample of undergraduate students (N = 532) demonstrate that the ARS-30 has good internal reliability and construct validity. It is suggested that a measure such as the ARS-30, which is based on adaptive resp...

2019

Objective: The purpose of the present study was prediction of academic resilience based on coping styles and personality traits. Methods: The present study was a cross-sectional research. Study population comprised all students of Kashan University graduating February to March 2017. A total of 368 (253 females and 115 males) students studying in academic year 2016-2017 were selected by cluster sampling method. The data were collected using academic resilience scale, coping inventory for stressful situation and neo personality traits inventory. To analyze the obtained data, regression analysis was performed in SPSS V. 22. Results: Academic resilience had a significant positive correlation with problem-focused coping style (r=0.21, P<0.01) and significant negative correlations with emotion-focused coping style (r=-0.41, P<0.01) and avoidance coping style (r=-0.16, P<0.05). In addition, there were positive correlations between academic resilience and extroversion (r=0.45, P<0.01), openness (r=0.10, not specified), agreeableness (r=0.28, P<0.01), conscientiousness (r=0.53, P<0.01), but significant negative correlation with neuroticism (r=-0.18, P<0.05). Moreover, the results of regression analysis indicated that emotion-focused style and problem-focused coping style predicted 21% of academic resilience variance, and conscientiousness and extraversion personality traits predicted 32% of academic resilience variance. Conclusion: Results of this study support Endler and Parker’s model of resilience and confirm that students’ coping styles have considerable impact on their academic resilience. Furthermore, the findings indicated that academic resilient individuals mostly have conscientious and extravert personality traits.

2014

Introduction. In the past two decades, increased attention has been given to the importance of non-cognitive factors in learning, and in academic, social and professional success. There are two quite interrelated variables that influence behavior when facing stress in the academic context, resilience and coping strategies, and only recently have they received attention in the university context. Method. A total of 117 university students took part in the research, which used the EEC coping and CD-RISC resilience scales. Descriptive and association analyses as well as MANOVAs were performed in order to confirm students' profile of resilience and strategies for coping with stress, to observe the type of relationship between the two constructs, and to analyze the possible effect of gender and type of university on their resilience and coping strategy profile. Results. The research reveals medium-high scores in resilience, and general use of problemfocused coping strategies. Not only is the connection between variables important, but gender and type of university were shown to have effects on tenacity, spirituality, self-instructions, action directed at the causes, positive re-appraisal and firmness, and religious support. Discussion and conclusions. The research provides evidence that there is a connection between resilience and coping strategies, and offers important information about how some indicators of the two can be influenced by gender and context, such as the type of university. Further inquiry into these questions is needed, and they may be especially interesting for university admission and guidance departments.

2016

This study investigated the role of Resilience, gender and age as predictors of satisfaction with academic major among University undergraduates. It was hypothesized that resilience, gender and age will not significantly predict satisfaction with academic major among University undergraduates. Participants for this study were 200 students of Godfrey Okoye University Enugu, Enugu state, comprising 99 males and 101 females, drawn from different faculties with age range of 15-30, mean of 20.83 years (SD 2.89). The instruments used to collect data for the study were Resilience Scale (RS-14) and Academic Major Satisfaction Scale (AMSS). Resilience was measured with Resilience Scale (RS-14) while student’s satisfaction with academic major was measured with Academic Major Satisfaction Scale (AMSS). Cross-sectional design was used for the study and multiple regression was used for data analysis. Result showed that that resilience positively and significantly predicted the students’ satisfac...

Data in Brief, 2021

This article aims to describe the academic resilience of secondary seminary students. Data were obtained from Garum Middle Seminary High School students, Blitar (East Java), Indonesia, in the 2019 academic year. Evidence for validity and reliability of the measurement was provided through confirmatory factor analysis. Previous research has used expert judges [1] to identify 100 items measuring academic resilience, encompassing four subscales (determination, endurance, adaptability, and recuperability). The current research used 28 of those items with the highest level of validity to create a 16-item measure of academic resilience.

Journal of Educational Sciences Research, 2016

In academic life, it is possible for all students to experience different obstacles, hardships and setbacks. While some students fail to negotiate their way through these difficulties, many are successful. In this context, the purpose of this study is to reveal the factors that play a role in the academic resilience of academicians. In this context, a qualitative study was employed, with semi-structured interviews conducted with 11 academicians from the Educational Sciences Faculty of Ankara University, Turkey. Eligibility criteria required academicians to have had a risk factor in their life. The academicians were also selected on the basis of their title and years of experience to sustain variety. In order to conduct interviews, an interview guide was prepared by the researchers. The questions in the interview guide for this study were linked to risk factors, and internal and external protective factors. Descriptive analysis was used to analyze collected data. According to the findings, mainly risk factors which academically resilient academicians had experienced were poverty, and negative environmental conditions. On the other hand, this study revealed that internal factors such as self-esteem, decisiveness, curiosity and external factors such as family support, qualified teachers, and peer relations helped them to overcome their risk factors.

This study concerned the relationships among the dispositional resilience, the dimensions of psychological well-being, and the coping strategies in a sample of 183 Italian university students aged 20-26 years and recruited from three Degree Courses at University of Catania (East Sicily, Italy). The following scales were used: 1) the Dispositional Resilience Scale-II to explore the factors of positive attitude, helplessness/alienation, and rigidity; 2) the Psychological Well-Being Scales clustered in six dimensions named autonomy, environmental mastery, purpose in life, positive relations with others, personal growth, and self-acceptance; 3) the COPE Inventory to analyze the five coping strategies defined as social support, reinterpretation, avoidance, problem solving, humor/turning to religion. Results indicated that high levels of positive attitude were correlated positively with the strategies of reinterpretation and problem solving, but negatively with avoidance coping, and high levels of helplessness/alienation were related positively to avoidance. Moreover, high levels of positive attitude were positively correlated with almost all dimensions of psychological well-being; high levels of helplessness/alienation were negatively correlated with psychological well-being. Finally, almost all dimensions of psychological well-being were correlated negatively with avoidance strategy and positively with problem solving coping; in addition, personal growth was positively correlated with reinterpretation. Implications for future educational trainings, centered on the effects of resilience and coping strategies on psychological well-being, will be discussed.

https://www.ijrrjournal.com/IJRR_Vol.8_Issue.6_June2021/IJRR-Abstract046.html, 2021

Academic resilience is the student's capability to deal efficiently with academic setbacks, anxiety and study pressure. In the present scenario, students are facing a lot of problems in schools as well as in society. If adequate steps are not taken to help overcome these problems, it will create pressure and stress among students. This may lead to poor academic performance and an increased dropout rate. According to Masten (2001), resilient people have the ability to tackle, overcome, or recover from grave academic threats. So, schools, colleges and universities play a major role in developing academic resilience among students. The aim of this paper is to gather and present the review of literature on academic resilience among students at national and international level. This study gives an overview of the importance of creating Academic Resilience among students and how far it supports increasing their academic achievement. In the present study 30 literatures were collected from various online and printed resources.

i-manager’s Journal on Educational Psychology

Researchers analyzed that social emotional learning is one of the factors for effective learning to take place. Researchers call academic resilience as one of the important components of social emotional learning. It is the students' ability to compete and get success in environment where they face adverse conditions. These adverse conditions include poverty or abuse etc. Academic resilience has numerous components, for example ability to motivate him, ability to understand stress, and ability to manage stress while facing adverse conditions. It also includes the level of confidence of the students. The framework of academic resilience makes clear the reasons for difference in success of students from similar socioeconomic background. The aim of this meta-analysis is to understand the theories of researchers and getting insight into their methodologies for establishing link between academic resilience and success.

The present study aims to determine the validity and reliability of the aeademic resilienee scale in Turkish high school. The participances of the study includes 378 high school students in total (192 female and 186 male). A set of analyses were conducted in order to determine the validity and reliability of the study. Firstly, both exploratory and confirmatory factor analysis was performed in order to determine the factor structure of the scale. The compliance criteria of the scale regarding both exploratory and confirmatory factor analysis reached an adequate level. The Turkish version of the scale was found to have one-dimension. The convergent and discriminant validity of the academic resilience scale were determined. Internal consistency of the scale was measured and total item correlation and test re-test analyses were performed. Consequently, the validity and reliability of the scale reached to an adequate level. The scale was found to be suitable for determining the academic resilience levels of the high school adolescent.

2024

The American Psychological Association defines resilience as the process and outcome of successfully adapting to difficult or challenging life experiences, especially through mental, emotional, and behavioral flexibility and adjustment to external and internal demands. To have a successful career in civil engineering, would-be engineers must possess the necessary intrapersonal skill of resilience. Resilience also assists would-be engineers to realize successful academic rigor and retention in tertiary institutions. The skill of resilience is not solely innate to a particular individual but can be both developed and inculcated. This research assesses the correlation between resilience and academic performance, using protective factors such as optimism, adaptability, self-sufficiency, and persistence. Subsequently, this research will identify key factors that educators can instill in students to enhance resiliency in the classroom.

PhD Dissertation: University of Calgary, 2015

Entry into post-secondary studies from high school presents students with an assortment of challenges that extend far beyond conventional academic demands. These students are often required to modify their orientations to learning, foster, and maintain new social support networks, manage complex responsibilities, regulate personal freedoms, and navigate the many environmental and psychological stressors that will likely appear along the way. In the empirical literature, there is consensus that high school grade point average (HSGPA) represents the best predictor of success during this time of transition. Although HSGPA is often used to screen for entrance into higher education, little is known as to how or why it facilitates positive adjustment. Some have argued that HSGPA is influential because it is represents an interaction of internal and external factors. The purpose of this study was to undertake an empirical investigation to determine whether academic resilience, as defined by specific traits found within students that help them overcome situational adversity to achieve academically, mediates the relation between HSGPA and post-secondary success (i.e., achievement and retention outcomes). Using structural equation modeling, the responses from 655 first-year undergraduate participants were examined and demonstrated positive findings. Specifically, academic resilience accounted for approximately 5% of shared variance between HSGPA and post-secondary academic achievement. Due to the limited number of students who identified themselves as leaving academic studies, the mediational properties of academic resilience could not be explored within the context of post-secondary retention. The limitations of this study and future directions are discussed in relation to the obtained results.

European Journal of Social Science Education and Research, 2018

The importance of Satisfaction and Resilience is shown (linked to numerous “social competencies”) in processes of Academic and Professional Achievement in various contexts (scientific, academic, professional). The results support empirical research linked to academic-professional pathways. Our objective was to explain the factors associated with achievement (included as conditions or effects within the models, as independent or dependent variables) and to understand the “reasons” and “processes” that underlie the numerical results (statistics, rankings). These included base, psychosocial, pedagogical-institutional, organizational and structural factors. In particular, we sought to observe the weight of psychosocial variables, which the author named “social competencies” 20 years ago and which today are prioritized (“soft skills”) by countries that lead the rankings in educational quality. Among these, Resilience and Satisfaction have recently been incorporated by PISA (2014) for the...

IAEME PUBLICATION, 2020

The study conducted here has taken four different conceptual variables where the correlation and effect has been observed and specifically the concept of mediation is applied to find the real effect of mediating variables. Manager Academic Resilience, Manager Background, and Manager Behavior is independent variable and Performance is dependent variable where the research problem observed as exploring the relationship and effect of manager behavior on performance as well the impact of academic resilience, and background. For this purpose three research questions prepared are Does academic resilience contribute to manager’s performance? What is the importance of background factors for a manger? How manager’s behavior is effecting performance. It has been a systematic approach to find the solution for research problem answering research questions keeping objectives in mind as to know the benefit of academic resilience for managers, to assess manager’s background factors shaping behavior, and to explore the contribution of manager’s behavior in performance. A sample of 120 managers taken for the study from Kurdistan where a structured survey questionnaire used having items related to all dimensions and demographical variables. Data analysis is performed using SPSS 24 with reliability analysis, one sample T-test and Correlations regression analysis statistical tests. Findings and conclusion is based on analysis which supports the concept and justifies all three hypotheses taken in the study where all three conceptual hypothesis is accepted justifying the concept.