Degrees of resilience: profiling psychological resilience and prospective academic achievement in university inductees

Allan, John F.; McKenna, Jim; Dominey, Susan

doi:10.1080/03069885.2013.793784

Cited by 99 publications

(95 citation statements)

References 53 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The discriminant validity of the scale was supported by significant mean differences and large effect size ( d = 0.98) in ASR-30 responses to two independent versions of the academic adversity vignette ( p < 0.001), which was not explained by group differences in academic self-efficacy ( p > 0.05). Findings from previous studies examining the relationship between resilience and age, gender and experience have been mixed (e.g., Martin and Marsh, 2006, 2008; Allan et al, 2014; Khalaf, 2014). As such, the weak but significant negative correlation between ARS-30 scores and age ( r = 0.20), along with small but non-significant ( p > 0.05) gender and experience differences in mean ARS-30 scores reported in the present study offer no clearly interpretable additional evidence regarding the validity of the ARS-30.…”

Section: Discussionmentioning

confidence: 95%

The Academic Resilience Scale (ARS-30): A New Multidimensional Construct Measure

2016

View full text Add to dashboard Cite

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 responses, aligns more closely with the conceptualisation of resilience and provides a valid construct measure of academic resilience relevant for research and practice in university student populations.

show abstract

Section: Discussionmentioning

confidence: 95%

The Academic Resilience Scale (ARS-30): A New Multidimensional Construct Measure

2016

View full text Add to dashboard Cite

show abstract

“…As students adapt to academic life, including the pressure to succeed, competition with peers, financial struggles, and concerns about the future, the problems they encounter may have farreaching consequences (Allan, McKenna, & Dominey, 2014;Kadison, 2004;Leary & DeRosier, 2012). For most university students, the transition from adolescence to adulthood and university life in general may act as stressors.…”

Section: Transition To University Lifementioning

confidence: 99%

Resilience as a Mediator Between Parental Acceptance–Rejection and Depressive Symptoms Among University Students in Turkey

Sakız

Börkan

Erkman

et al. 2016

Jour of Counseling & Develop

View full text Add to dashboard Cite

The authors investigated the mediational role of perceived resilience between perceived parental acceptance–rejection and occurrences of depressive symptoms among 384 undergraduate students in Turkey. Results indicated that resilience fully mediated the relationship between depressive symptoms and maternal rejection, whereas resilience partially mediated the relationship between depressive symptoms and paternal rejection for female undergraduates. Interventions that focus directly on the facilitation of psychosocial adaptation among emerging adults, especially those who experience feelings of rejection by their parents, are discussed.

show abstract

“…In the academic field, resilience plays a significant role as a motivational-affective variable, so that, in addition to being a stimulus for the realization of academic and personal goals, it provides adequate mechanisms to deal with adverse situations of stress and anxiety that arise in the university environment (Fernández-Castillo and Gutiérrez, 2009; Allan et al, 2014; González-Torres and Artuch-Garde, 2014; Cassidy, 2015). The student measures his or her own forces in the face of different challenges and demands, not only academic but also psychosocial, negotiating demanding situations that lead to moments in which he must confront himself in order to better understand his potential and abilities, to learn and respond efficiently, retaining his mental health and confidence in his potential and abilities.…”

Section: Introductionmentioning

confidence: 99%

Linear Relationship between Resilience, Learning Approaches, and Coping Strategies to Predict Achievement in Undergraduate Students

Fuente

Fernández-Cabezas

Cambil³

et al. 2017

Front. Psychol.

View full text Add to dashboard Cite

The aim of the present research was to analyze the linear relationship between resilience (meta-motivational variable), learning approaches (meta-cognitive variables), strategies for coping with academic stress (meta-emotional variable) and academic achievement, necessary in the context of university academic stress. A total of 656 students from a southern university in Spain completed different questionnaires: a resiliency scale, a coping strategies scale, and a study process questionnaire. Correlations and structural modeling were used for data analyses. There was a positive and significant linear association showing a relationship of association and prediction of resilience to the deep learning approach, and problem-centered coping strategies. In a complementary way, these variables positively and significantly predicted the academic achievement of university students. These results enabled a linear relationship of association and consistent and differential prediction to be established among the variables studied. Implications for future research are set out.

show abstract

Degrees of resilience: profiling psychological resilience and prospective academic achievement in university inductees

Cited by 99 publications

References 53 publications

The Academic Resilience Scale (ARS-30): A New Multidimensional Construct Measure

The Academic Resilience Scale (ARS-30): A New Multidimensional Construct Measure

Resilience as a Mediator Between Parental Acceptance–Rejection and Depressive Symptoms Among University Students in Turkey

Linear Relationship between Resilience, Learning Approaches, and Coping Strategies to Predict Achievement in Undergraduate Students

Contact Info

Product

Resources

About