Resilience factors in students with Disabilities at a Portuguese University

Abstract

This paper explores resilience factors identified in students with disabilities at a Portuguese public university. This research employs a mixed approach using qualitative and quantitative methods. For this, we used a retrospective, multiple case study design, and individual interviews were conducted with students with disabilities. We conclude that resilience, self-esteem, family support, subjective well-being and psychological well-being are protective factors that contribute to a good adaptation and better inclusion in higher education. Accessibility conditions on campus continue to present barriers that hinder mobility and the students’ academic experience. Besides their resilience, it is noteworthy to mention the persistence and dedication these students reveal, continuing to struggle every day to make their dreams come true, facing a daily routine that is not always easy.

An Exploration of Resilience and Positive Affect among Undergraduate Nursing Students: A Longitudinal Observational Study

“…Although no other sociodemographic variable has been found to contribute to influence resilience and affect, other studies have reported that self-esteem, family support, subjective well-being, psychological well-being [ 49 ], regular sleep, perceived stress, well-being [ 50 ], empathy, responsibility, optimism, hope and interpersonal skills (communication, self-efficacy, self-control, autonomy, problem-solving) [ 51 ] may influence resilience levels. On the other hand, perceived teaching quality and professors’ communication technology competence [ 52 ], self-regulatory capacity (boredom, awareness, goal, and emotion control) [ 53 ], self-efficacy [ 54 ], bedtime procrastination, and mobile phone addiction [ 55 ] may influence positive and negative emotions in students.…”