The role of resilience in second year university students

International Journal of Advanced Research, 2021

Extant literatures proved the various role of resilience and its multifaceted impact to academic performance. An extensive search was conducted through EBSCO Research Databases to gather, summarize and synthesize studies on resiliency and academic performance. The author reviewed relevant literature from 2009-2019 that examine relationship and mediator studies of resiliency and academic performance among students. Thus, outcome studies that proved the effectiveness of resiliency intervention program was also highlighted. Literatures revealed the significant association of resiliency and academic performance among students. There are mediators factors proved to affect resiliency and academic performance of the students such as perception of stress, school engagement and level of perception to their psychological wellness. Programs and interventions anchored on resilience are proved to be effective in enhancing academic performance. Counselors can integrate resilience findings to thei...

Open Journal of Social Sciences, 2014

Attending university is a particularly stressful time due to unique emergent stressors such as changes in environment, loss or diminishment of social support networks, academic pressures, developing peer relationships, and financial management. There is growing recognition that these common stressors may have deleterious effects on the mental health of students. Resilience, a personality characteristic that moderates the negative effects of stress and promotes adaptation, has been associated with increased psychological well-being. Despite a growing body of research on resilience and its clinical significance in preventing mental health problems, relatively little is known about contributing factors for resilience in well-adjusted university students. This current study examined the characteristics of university students reporting high and low resilience for elucidating its clinical implications in preventing mental health problem, primarily focusing on potentially modifiable psychosocial variables. An international sample of 214 university students recruited from Australia, the United States of America, and Hong Kong universities completed measures of resilience, perceived social support, campus connectedness, and psychological distress. Results of a one-way between groups multivariate analysis of variance revealed that perceived social support, campus connectedness, and psychological distress accounted for a significant proportion (36%) of the variance between the high and low resilience groups of university students. University students with low levels of resilience reported significantly lower levels of perceived social support, campus connectedness, and higher levels of psychological distress, in comparison to university students with high levels of resilience. Findings offer important implications for the development of resilience-based interventions among university students.

IMPACT: International Journal of Research in Applied, Natural and Social Sciences (IMPACT: IJRANSS), 2022

Psychological Resilience of Higher Secondary Students In the present study the researcher has employed normative research method. In order to assess level of psychological Resilience of Higher secondary students, psychological Resilience Scale constructed and validated by Wangled and Young (2006) has been used by the researcher for the data collection. Random sampling technique was used in the selection of the sample of 200 higher secondary students of Nagappattinam district, Tamil nadu, India. The finding of the present study on Psychological Resilience of Higher Secondary Students indicates that the higher secondary students have high level of Psychological Resilience. Further, there is significant difference between Male and Female, Arts and Science, Joint family and Nuclear family students with respect to their Psychological Resilience.

European Psychiatry, 2015

Background: The growing focus on health promotion and wellbeing provides an opportunity to investigate the role of resilience in health. Aims: To identify the relationship between resilience, depressive symptoms, and perceived social support among university students in Jordan. Methods: a descriptive correlational design utilized to collect data collected using self-reported questionnaire from 480 university students from two private and two public universities in Jordan. Data collected in regards to resilience, depressive symptoms, and perceived social support. Results: The results showed that 50% of the university students in this study had moderate to high level of resiliency, 70% had certain degree of depressive feeling, and about 50% had had high level of perception of social support from family, friends, and others. The findings also showed that depression (β =-.51, p < .001) and perceived social support from friends (β = .18, p < .001) were significant predictors of resilience. Conclusions: Mental health professionals need to enhance resiliency and perceived social support system among university-aged individuals. In their periodic assessment, mental health professionals have to screen students for risk behaviors and psychosocial health indicators such as resilience, depressive symptoms, sources of perceived social support and life styles.

Journal of educational and social research, 2024

In the current environment of higher education, universities face the challenge of fostering resilience in graduate students, a crucial element for their academic success and personal development. This study focuses on analyzing the factors that contribute to resilience in graduate students at the State University of Milagro (UNEMI). A mixed-methodological approach was used, integrating quantitative and qualitative analyses of data collected through questionnaires applied to students from three different master's programs. The research, exploratory and descriptive in nature, adopted a non-experimental and cross-sectional design, which allowed for data collection at a specific point in time, without altering variables. The sample consisted of 733 students, utilizing a detailed questionnaire and qualitative analyses for in-depth interpretation. The electronic distribution of the questionnaires facilitated broad participation. The results, structured into seven subscales, revealed significant variations in student experiences across different disciplines. These differences underline the need for educational policies tailored to the specific characteristics of each field of study. Subtle but important differences in the perception of resilience and well-being between genders were observed, highlighting the importance of more inclusive educational approaches. Factorial analysis provided a detailed view of how various factors impact aspects such as health, well-being, motivation, and student satisfaction. It is concluded that this holistic approach is key to understanding the complexity of the university experience and developing educational strategies that promote comprehensive and enriching learning.

British Journal of Guidance & Counselling

There is currently an unmet need in higher education for a structured, preemptive programme of support to help students enhance their resilience to stress. This article presents a mixed-methods evaluation of a transferable biopsychosocial resilience intervention for studentsthe Resilience Enhancement Programme for Students (REP-S). In Study 1, a randomised control trial showed that participating in the intervention was associated with significantly decreased perceived stress, decreased trait neuroticism and enhanced self-esteem over a period of one month. In Study 2, written and focus-group qualitative data from students provided evidence that the intervention led to perceived positive changes, including sleeping better, dealing more effectively with assessments and managing interpersonal challenges. Future steps in the evaluation of the REPS are discussed.

Yearbook of the National Society for the Study of Education, 2005

One area of research that has important implications for the educational improvement of at-risk students is that which examines "resilient" students, or students who succeed in school despite adverse conditions. Research on resilience has been widely conducted in the areas of developmental psychopathology, psychology, sociology, and anthropology during the past few decades. In education, conceptual and empirical work on resilience has recently gained similar recognition as a framework that can help us understand why some students become successful in school, while similar students from the same socially and economically disadvantaged backgrounds and communities do not. The construct of "educational resilience" is viewed not as a fixed attribute, but rather as alterable processes or mechanisms that can be developed and fostered. In other words, this approach does not focus on attributes such as ability, because ability has not been found to be a characteristic of resilient students (Benard, 1993; Gordon & Song, 1994; Masten, Best, & Garmezy, 1990). But several alterable processes or characteristics have in fact been found to be associated with resiliency in children. Benard (1993) found that resilient children typically display at least four attributes or personal characteristics, including social competence, problem-solving skills, autonomy, and a sense of purpose. McMillan and Reed (1994) described four other factors that appear to be related to resiliency: personal attributes such as motivation, aspirations, and goals; positive use of time (e.g., on-task behavior,

Journal Transnational Universal Studies

This study was aimed at finding out the impact of resilience on students’ academic achievement. The researcher was motivated by the students’ effort to succeed despite the prevailing challenges and barriers affecting them especially in their academics. The survey research design was adopted for this study. A questionnaire was used as instrument for data collection. The simple random sampling technique was used. The questionnaire was administered to 80 students. The data were analyzed using descriptive statistics and the results presented on tables for the descriptive statistics and the chi- square for inferential statistics. Findings revealed that there is a high significant relationship between resilience and academic achievement of secondary school students in Minawao refugee camp. Recommendations were made on how to improve on their academic achievement given their prevailing circumstances and make them to be more resilient in the face of numerous challenges affecting them in any...

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.

British Journal of Guidance & Counselling, 2014

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Forthcoming in Marci Cottingham, Rebecca Erickson & Matthew T. Lee (eds.), Transcending Crisis by Attending to Care, Emotion, and Flourishing (Routledge), 2023

Recent research on resilience in the context of education refers to a specific kind known as ‘educational’ or ‘academic resilience’. This chapter provides an overview of research on academic resilience (‘AR’) and a report on a one-year pilot intervention in the academic year 2020-21 which aimed to build AR in school students in the UK aged 16-17 years. An account is offered of what AR is and how it relates to and differs from the psychological concept of resilience (§1). An overview is provided of the character skills that are associated with AR, as predictors of or skills correlated with it (§2). Cultural and systemic factors that may impact AR are discussed (§3). A key distinction between AR and ‘academic buoyancy’ is explained (§4). How AR is measured is explained, including one of the measures used in the intervention (§5). Strategies for developing AR, including those used in the intervention, are outlined (§6). An argument is put forward for why AR is important for students (§7). An overview is provided of the intervention (§8), covering the structure of the course (§8.1); data collection (§8.2); findings (§8.3); what the intervention identified about developing AR (§8.4); the impact of Covid-19 on the students (§8.5); and why learning about resilience is important (§8.6). Link to the book: https://www.routledge.com/Transcending-Crisis-by-Attending-to-Care-Emotion-and-Flourishing/Cottingham-Erickson-Lee/p/book/9781032196862

2021

Journal of Military, Veteran and Family Health

Students transitioning from secondary to post-secondary education find the experience overwhelming. This article reports on the strategies developed and implemented to support first-year students’ transition to programs in the Faculty of Health Sciences at Ontario Tech University. The strategies developed are targeted at the development and nurturing of skills to build and strengthen student resilience. Resilience theory recommends that a holistic approach to resilience is needed that includes both health promoting strategies and strategies to address symptoms of anxiety and stress once exhibited. The strategies reported in this article address the former approach and include a graphic novel, mandala art activity, a resilience handbook and workshop. Each of the strategies have been developed and implemented. Overall, preliminary results indicate the strategies are innovative, engaging, informative and deal with real-life experiences. The next steps include the development of an eval...

Revista Romaneasca pentru Educatie Multidimensionala

Most theorists regard resilience as a process in which the risk factors and the protective factors interact and result in certain specific consequences. The child whose parents migrate for work is in the position of a potential risk factor. Our study refers to the triadic model of the protective factors for resilience developed by Edith Grotberg (1995). Thus, our investigation focuses on the students’ perceptions regarding the availability of some protective factors for resilience such as: - Individual factors (self-esteem, empathy, responsibility, optimism, hope); - Interpersonal skills (ability to communicate about their own problems and ask for help, self-efficacy and self-control, autonomy and problem solving); - A significant social, emotional, and educational support network. The methodology of the study involved the application of a 15-item questionnaire to a batch of 350 lower-secondary-school students, with an average age of 13.2 years. The study aims to identify whether th...

South African Journal of Psychiatry, 2020

Resilience is described as the ability to bounce back, grow stronger from failure, and remain positive in the midst of hard times. 8 It may be regarded as 'the other leg to stand on', 9 enabling physicians and students to cope and thrive despite adversity. It is a mindset including skills and attributes that can be learned, developed and nurtured, and is not necessarily just an individual trait. 10 Various interventions have been proposed to foster resilience, including mindfulness training, Balint groups, guided reflection and mentoring. 1,11 However, training programmes to Background: Medical studies place students at risk for burnout. Resilience enables students to cope with adversity. Students' coping skills will ensure the well-being of future healthcare professisonals. Objectives: This study investigated resilience and coping among undergraduate medical students. Setting: Undergraduate students at the University of the Free State medical school. Methods: A cross-sectional study was performed. Quantitative data regarding resilience (Connor-Davidson Resilience Scale), coping strategies (Brief COPE questionnaire) and relevant information were collected by means of an anonymous self-administered questionnaire. Results: Five hundred students (pre-clinical n = 270; clinical n = 230; approximately 62% female) participated. Most students self-reported high resilience (84.6% pre-clinical; 91.8% clinical). Mean resilience scores were 72.5 (pre-clinical) and 75.4 (clinical). Clinical students had higher resilience scores, while black, pre-clinical, first-generation and female students scored lower. Academic stress was most prominent (> 85%) and associated with lower resilience scores. Most students used adaptive coping strategies (e.g. instrumental or emotional support) associated with significantly increased resilience scores. Students who used dysfunctional strategies (e.g. substance abuse) had significantly lower resilience scores. Conclusion: Associations between resilience scores and year of study, gender, ethnicity, levels and type of stress varied. Academic pressure was a major source of stress. Adaptive coping strategies were associated with higher resilience scores.