An integrative process model of resilience in an academic context: Resilience resources, coping strategies, and positive adaptation

Fullerton, Dayna J.; Zhang, Lisa; Kleitman, Sabina

doi:10.1371/journal.pone.0246000

Cited by 69 publications

(57 citation statements)

References 71 publications

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“…The data showed positively that teachers made an effort to upskill themselves during the pandemic. Teachers made an effort to resilience corroborates with Kimhi et al (2020), Connor and Davidson (2003), Fullerton et al (2021), Beale (2020).…”

Section: Internal Resiliencementioning

confidence: 70%

“…This comprised of major factors such as perseverance, reflection, emotion responses and measures the self-efficacy of students. Fullerton et al (2021) focused on the personal resilience resources and their interaction in an academic setting. The focus of study was mental toughness, self-esteem, self-efficacy, optimizing, meaning in life and adaptability.…”

Section: Introductionmentioning

confidence: 99%

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Study of Resilience in Learning Environments During the Covid-19 Pandemic

2022

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The Covid-19 pandemic has caused a great change in the world. One aspect of the pandemic is its effect on Educational systems. Educators have had to shift to a pure online based system. This shift has been sudden and without any prior warning. Despite this the Educational system has survived and exhibited resilience. The resilience of a system can be determined if the system continues to operate or function as effectively as before a change. Resilience in a system implies the ability to work and develop when the forces in the environment are unexpected, abrupt and sudden as well. The environment may change or evolve but the underlying system must keep functioning, developing and responding. Resilience is a trait in a system. It is a set of characteristics in the system that enables it to sustain itself in the face of change. A resilient system can cope and prosper in the face of change. For the domain of education, the Covid-19 pandemic served as a phenomenal change event and a wakeup call to the education fraternity. As a social system, resilience meant that the people in the educational environment continued to function albeit differently. The environment, meaning the processes, hierarchy and the intricate social ties in the system contributed to the resiliency of the system. Thus the measure of resilience in education has three major facets—people, the technology which facilitates the process and the process environment. This work aims to understand the resilience of the teachers due to the Covid-19 pandemic, especially how learning continued and what contributed to this continuity. Resilience research and understanding is as important as the pedagogical and technological aspects in an Educational system as it is a trait that encompasses the people, the socio-economic system and their relationships. In this work, we analyzed resilience as trait, its relevance in an Educational system, factors that make up resilience in an Educational system and finally the relevant research about resilience in Education during Covid-19. Based on the results of our literature review we formed a model for Educators. A survey was conducted among educators of three countries namely Malaysia, Fiji, and India to determine the essential elements of resilience that were relevant to the continuity of an educational system from the point of view of teachers. We arrived at a set of factors that are relevant to the teachers in the educational systems which can be an impetus for policy makers to focus on and develop. The major results from the study are the need for Educational systems to focus on three facets—internal, interpersonal and external aspects of teachers and strengthen factors such as support for teachers, strong academic leadership, trust of teachers, increase self-motivation, enhance communication with stakeholders and emphasize systems that enhance student-teacher communication. The future areas of research are also discussed in the work.

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Section: Internal Resiliencementioning

confidence: 70%

Section: Introductionmentioning

confidence: 99%

Study of Resilience in Learning Environments During the Covid-19 Pandemic

2022

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“…In many cases, the act of introspection during the interview led participants to recognize positive aspects alongside the initial negative responses. Mindfulness exercises and reflective journaling could be incorporated to develop student coping behaviors ( 26 ).…”

Section: Discussionmentioning

confidence: 99%

Grief in Response to Uncertainty Distress Among Veterinary Students During the Early Stages of the COVID-19 Pandemic

Carney

Thompson

2021

Front. Vet. Sci.

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The abrupt and life-altering shifts brought on by the COVID-19 pandemic have stimulated research in fields ranging from social sciences to virology. This study explored perceptions and experiences of COVID-19's impact on students at Lincoln Memorial University–College of Veterinary Medicine (LMU-CVM) and considered how to respond to these. Semistructured interviews were conducted with 20 students from LMU-CVM. Thematic analysis elucidated five subthemes that were combined into two main themes based on Bertuccio's framework of grief in response to uncertainty distress. Uncertainty and disruption of routine were subthemes of ambiguous loss, while lost opportunities, milestones missed, and risk concern came under anticipatory grief. There was overlap and fluidity within these themes, with frustration, stress, and unexpected benefits pervading all categories. Differences were noted between classes, with clinical students expressing concern over graduation and lack of preparedness, and preclinical students with online assessment, lost opportunities for clinical experiences, and the loss of social connections. These results point to mitigation strategies for the adverse effects of COVID-19-related stressors specific to this population that encompass academic, physical, and mental well-being concerns. Clear communication, assurance of quality education, flexibility for meeting family needs, financial assistance, and mental health support are the areas evident from the interviews where successful responses might be targeted. This study also highlights areas for future research, including follow-up interviews, given the prolonged timeline of COVID-19, surveys of beliefs and practices across a larger university population, and exploration of the long-term impact on academic and practice success of the affected cohorts.

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“…Researchers have also highlighted the need to develop multimodal methods of resilience, including moving toward objectively verified assessments, rather than a sole focus on resilience as a personality-like variable ( Bonanno, 2012 ; Pangallo et al, 2015 ). Some self-report measures of resilience also have problems with discriminant validity as they fail to separate from related constructs ( Fogarty et al, 2016 ; Fullerton et al, 2021 ), prompting some authors to advocate for an integrative process model of resilience ( Fullerton et al, 2021 ). Game-based and simulation assessments offer a potential supplementary method for assessing the process of resilience, capturing responses to adverse or stressful events to produce an outcome.…”

Section: Introductionmentioning

confidence: 99%

“…How one responds to setbacks and uncertainty is critical for well-being and survival in a constantly evolving world. Resilience entails two core concepts: (1) the presence of a potential stressor, and (2) positive adaptation ( Fullerton et al, 2021 ). The term “potential” is important as there are differences in how individuals react to a certain event; some people are overwhelmed by daily hassles whereas others thrive in testing experiences ( Bonanno, 2012 ).…”

Section: Introductionmentioning

confidence: 99%

Applying Evidence-Centered Design to Measure Psychological Resilience: The Development and Preliminary Validation of a Novel Simulation-Based Assessment Methodology

et al. 2022

Self Cite

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Modern technologies have enabled the development of dynamic game- and simulation-based assessments to measure psychological constructs. This has highlighted their potential for supplementing other assessment modalities, such as self-report. This study describes the development, design, and preliminary validation of a simulation-based assessment methodology to measure psychological resilience—an important construct for multiple life domains. The design was guided by theories of resilience, and principles of evidence-centered design and stealth assessment. The system analyzed log files from a simulated task to derive individual trajectories in response to stressors. Using slope analyses, these trajectories were indicative of four types of responses to stressors: thriving, recovery, surviving, and succumbing. Using Machine Learning, the trajectories were predictive of self-reported resilience (Connor-Davidson Resilience Scale) with high accuracy, supporting construct validity of the simulation-based assessment. These findings add to the growing evidence supporting the utility of gamified assessment of psychological constructs. Importantly, these findings address theoretical debates about the construct of resilience, adding to its theory, supporting the combination of the “trait” and “process” approaches to its operationalization.

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An integrative process model of resilience in an academic context: Resilience resources, coping strategies, and positive adaptation

Cited by 69 publications

References 71 publications

Study of Resilience in Learning Environments During the Covid-19 Pandemic

Study of Resilience in Learning Environments During the Covid-19 Pandemic

Grief in Response to Uncertainty Distress Among Veterinary Students During the Early Stages of the COVID-19 Pandemic

Applying Evidence-Centered Design to Measure Psychological Resilience: The Development and Preliminary Validation of a Novel Simulation-Based Assessment Methodology

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