Resilience in higher education students: a scoping review

Brewer, Margo; Kessel, Gisela van; Sanderson, Brooke; Naumann, Fiona; Lane, Murray; Reubenson, Alan; Carter, Alice S.

doi:10.1080/07294360.2019.1626810

Cited by 206 publications

(196 citation statements)

References 74 publications

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“…The successful outcome of resilient practices is evident in fields such as social science (Higgins 1994), personal development (Werner and Smith 2001) and medicine (O'Leary and Ickovics 1995). However, the literature is inconclusive on the effects of resilience with regard to HEIs (Brewer, Kessel, Sanderson et al 2019). Among very few studies on resilience in education, Hall and Winn (2010) argue that resilience can develop in an engaging study environment and can empower and encourage students.…”

Section: Resultsmentioning

confidence: 99%

Lessons from Covid-19 and a resilience model for higher education

Nandy

Lodh

Tang³

2020

Industry and Higher Education

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In this article the authors first highlight major challenges that higher education institutions (HEIs) are facing during the Covid-19 pandemic. They then consider the challenges HEIs should expect in the post-Covid period. In practice, HEIs are keen to maintain their core activities during the pandemic and in this context the authors examine how institutions can continue their activities efficiently by addressing issues related to the potential socio-psychological damage to stakeholders in higher education. To answer this question, they recommend the application of an all-inclusive resilience model at the beginning of the recovery period to withstand the shock of the pandemic and show how an HEI can apply the antifragile model for the advancement and betterment of the experience of individuals associated with it. The recommendations of the study contribute to the literature related to HEIs and the coronavirus, and constitute practical guidance for a post-Covid model that may be followed by HEIs around the world.

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Section: Resultsmentioning

confidence: 99%

Lessons from Covid-19 and a resilience model for higher education

Nandy

Lodh

Tang³

2020

Industry and Higher Education

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“…Resilience is understood as a psychological element or capacity that people possess in order to overcome extreme situations and the negative effects to which they are exposed [ 24 ]. In a way, resilience represents one of the main psychological characteristics that are related to psychological and emotional well-being and academic success.…”

Section: Introductionmentioning

confidence: 99%

The Influence of Transformational Teacher Leadership on Academic Motivation and Resilience, Burnout and Academic Performance

Trigueros

Padilla

Aguilar-Parra

et al. 2020

IJERPH

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Currently, the university failure rate is around 33% of students starting their studies. Among the main reasons are demanding academic situations and the use of inappropriate coping strategies. Therefore, the aim of this study was to analyze the influence of teacher leadership on academic resilience and motivation, burnout, and academic performance. This study involved 3354 university students. A structural equation model was made to analyze the predictive relationships between the study’s variables. The results showed that teacher leadership positively predicted academic resilience and motivation; academic resilience negatively predicted burnout and positively predicted academic performance; likewise, academic motivation negatively predicted burnout and positively predicted academic performance; finally, burnout negatively predicted academic resilience.

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“…Although there has been increased attention on university students' mental health (Stallman, 2011) and resilience (Holdsworth et al, 2018) in recent years, the focus to date has been on teaching students to be resilient. This approach implies that resilience is an individual issue without consideration of the socio-cultural factors that impact on an individual's resilience (Brewer et al, 2019). Furthermore, this individualistic focus on students ignores the important part staff play as role models of resilience (Howe, Smajdor, & Stockl, 2012).…”

Section: Discussionmentioning

confidence: 99%

“…Developing staffs' resilience and capabilities for enhancing student resilience and leading change is an imperative in higher education pedagogy. While there is evidence highlighting positive benefits of various resilience training interventions (Brewer et al, 2019), to date these programs lack methodological quality (Leppin et al, 2014). One example of good practice in the area of training resilience is the Building Resilience in Teacher Education model (Mansfield, Beltman, Weatherby-Fell, & Broadley, 2016).…”

Section: Introductionmentioning

confidence: 99%

“…While this program supported and trained future school teachers, there is little evidence of programs targeting university students from other disciplines. Further to this, the focus to date has been on viewing resilience as an individual issue with limited consideration of the broader context within which that individual learns or works (Brewer et al, 2019). To address these gaps, this paper describes a multidisciplinary leadership development program that aimed to enhance the resilience of university staff and ultimately their students.…”

Section: Introductionmentioning

confidence: 99%

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Evaluation of a leadership development program to enhance university staff and student resilience

Brewer

Lane

Carter

et al. 2019

JTLGE

Self Cite

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University life presents challenges that can negatively affect the health and wellbeing of students and staff. Resilience is critical to managing challenges and thus is increasingly viewed as important for university students, graduates and employees. To date research on resilience has tended to adopt a view of resilience as an individual issue with little consideration of the socio-cultural factors that influence an individual’s resilience. To address this gap a leadership program to enhance both staff resilience and their capacity to lead resilience enhancements for students from an ecological perspective was developed. The program, piloted in three universities across Australia, assisted staff in understanding the nature and importance of resilience, the contextual factors that impact on resilience and the leadership practices that help drive change in the higher education context. Both academic staff and professional staff involved in leading co-curricula student experiences participated in the two-day leadership program. This study, part of a broader program evaluation, adopted a mixed methods approach to investigate university staffs’ levels of distress, resilience, and leadership practices. Pre- and post-intervention survey data indicated the program was positively received and most participants felt confident to lead curricula and co-curricula changes to enhance resilience within their work context. Implications for university educators, researchers and leaders are discussed.

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Resilience in higher education students: a scoping review

Cited by 206 publications

References 74 publications

Lessons from Covid-19 and a resilience model for higher education

Lessons from Covid-19 and a resilience model for higher education

The Influence of Transformational Teacher Leadership on Academic Motivation and Resilience, Burnout and Academic Performance

Evaluation of a leadership development program to enhance university staff and student resilience

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