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

Abstract

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.

Relationship Among Type of School, Academic Resilience and Academic Achievement Among Secondary School Students in Kiambu County, Kenya

“…Liebenburg, Ungar, and Van der Vijver (2012) used a sample of two groups of youths in Canada, and demonstrated that the CHKS is reliable and valid in assessing resilience among Available Online at: https://grdspublishing.org/ youth from various cultural backgrounds. In a related study on the psychometric properties of the CHKS, Cassidy (2016) in a study involving a sample of undergraduate students (N D 532) established that the scale has good internal reliability and construct validity.…”

“…The strengths-based approach to resilience emphasizes certain individual behaviors, attitudes, and competencies as common components of resilience. Notably, most of these components are mainly developed in school (Knight, 2007;Cassidy, 2016). Researchers are paying more attention to how school type affects students' academic resilience.…”

Psychometric Evaluation of the Academic Resilience Scale (ARS-30) in Iran

“…The purpose of the present study was to investigate the psychometric properties of the Academic Resilience Scale (Cassidy, 2016). Based on the results, this scale is an valid and reliable tool for measuring academic resilience and can be used as a valid and reliable tool for Iranian students.…”

“…In addition to construct validity, its criterion validity has been reported by calculating the correlation coefficient with the General Academic Self-Efficacy Scale (Cassidy & Eachus, 2002), 0.49. The Cronbach's alpha of the scale was 0.90 (Cassidy, 2016). Academic Self-Regulation Scale (Sevari & Arabzade, 2013): The Academic Self-Regulation Scale was developed by Sevari & Arabzade (2013) to measure the variable of academic self-regulation.…”

“…Therefore, this scale benefits from content validity. Cassidy (2016) introduces three components for academic resilience: represents perseverance, reflecting and adaptive help-seeking and negative affect and emotional response. Represents perseverance are those traits, characters, and reactions of students that include hard work and effort, failure to adhere, adherence to plans and goals, acceptance and use of feedback, innovative problem solving, and hardship as opportunities.…”