The Impacts of Self-Esteem and Resilience on Academic Performance: An Investigation of Domestic and International Hospitality and Tourism Undergraduate Students

Kwek, Anna; Bui, Huong T.; Rynne, John; So, Kevin Kam Fung

doi:10.1080/10963758.2013.826946

Cited by 53 publications

(42 citation statements)

References 71 publications

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“…Our results are consistent with previously published others, which demonstrate that resilient students tend to have high self-esteem and describes that those who have stronger self-confidence and feel good about themselves are the ones who are generally expected to have better control over their lives and to be more capable of dealing with problems related to a transition process 28 . Other studies have shown that high levels of self-esteem have been associated with greater social adaptation, happiness and less vulnerability to presenting atrisk behaviors 29,30 .…”

Section: Perception Of Self-esteem and Degree Of Resiliencesupporting

confidence: 93%

Resiliencia en la Formación de Estudiantes de Medicina en una Universidad con un Sistema Híbrido de Ensenãnza y Aprendizaje

Kubrusly

Rocha

Maia

et al. 2019

Rev. bras. educ. med.

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Background The exposure of students to stressful events and the association of these events with students’ mental health is an important matter in Medical Education. To address this arduous training and solve emerging problems, some students develop methods to help them and, among these, resilience. A hybrid learning system, merging active and traditional learning, can be a supplementary source of stress generation , since it demands the acquisition of knowledge by the students, for summative assessments of traditional teaching as well as for the autonomous search for knowledge, skills, and attitudes required in the problematization. Purpose To determine the degree of resilience throughout the medical course under the hybrid teaching-learning system, identifying underlying mechanisms. Methods This was a cross-sectional study developed from August 2017 to August 2018, at Christus University Center, Brazil, a medical school that uses problem-based learning curricula associated with traditional teaching methodology. Wagnild and Young Resilience Scale was applied to medical students from all semesters. Socioeconomic, emotional and self-reported performance variables were also collected. The association between variables was assessed with minimally adjusted logistic regression models. Results 173 medical students participated in this study, with a mean age of 22.4 years, of which 65.3% were females. 88.1% of the medical students showed high or very high resilience. Receiving support from family and friends was associated with better resilience (p values lower than 0.001), as students who were “very satisfied” or “satisfied” with family support had a greater tendency to develop better degrees of resilience, with results of “very high resilience trends” (82.50%) and “high resilience trends” (71.10%) surpassing the prevalence identified in dissatisfied students. Also, having a religious belief was also associated with higher resilience degrees (p value = 0.02). Conclusions Factors identified in this study, mainly the importance of the support network from family and friends can be stimulated in order to improve students’ resilience. There was no direct association between the academic performance self-assessment and the students’ resilience and the resilience of medical students tends to remain constant throughout the course.

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Section: Perception Of Self-esteem and Degree Of Resiliencesupporting

confidence: 93%

Resiliencia en la Formación de Estudiantes de Medicina en una Universidad con un Sistema Híbrido de Ensenãnza y Aprendizaje

Kubrusly

Rocha

Maia

et al. 2019

Rev. bras. educ. med.

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“…A study conducted by Kotzé and Kleynhans [ 66 ] with five-year-old students showed that those students who showed greater maturity were associated with greater resilience, which in turn was positively related to academic performance. Similarly, Kwek, Bui, Rynne, and So [ 67 ] in their study with university students showed that those with high self-esteem and academic performance were positively related to academic performance. These results showed that intrinsic motivation and resilience could be considered as protective psychological factors against stressful events and various problem situations faced by students.…”

Section: Discussionmentioning

confidence: 89%

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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“…Other studies investigated the association between students' resilience and motivated behavior and proficiency level (Kim & Kim, 2016;Martin, 2008), psychological, social, and educational experiences (Gonzalez & Padilla, 1997), and involvement in school activities, academic performance, and family conflicts (Alva, 1991). Besides, a number of studies attempted to explore the relationship between resilience and academic achievement (Abolmaali & Mahmudi, 2013;Fallon, 2010;Kwek et al, 2013;Putwain et al, 2013;Reis, Colbert & Hebert, 2005;Scales et al, 2006;Speight, 2009;Waxman & Huang, 1997), success in homework and tests (Gordon, 1996;Somchit & Sriyaporn, 2004), and student engagement, self-efficacy, and self-esteem (Borman & Overman, 2004). Storytelling in L2 (Nguyen et al, 2015), life satisfaction (Seligman, 2002), communication competence (Duran, 1983;Wiemann, 1977), risk factors including, low expectations of teachers, stress, lack of English language ability, inattentiveness, and inability to form new relationships (Abrams-Terry, 2014) were also analyzed with regard to resilience.…”

Section: Safoura Jahedizadeh Ferdowsi University Of Mashhadmentioning

confidence: 99%

A Dynamic Model of EFL Learners' Personal Best Goals, Resilience, and Language Achievement

Ghanizadeh

Jahedizadeh

2018

RIMCIS

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One of the objectives of any educational endeavor is helping students to adopt a set of personal goals for their achievement. This is known as personal best (PB) referring to personalized goals or standards of excellence that match or exceed one's prior best in the academic context. It is also believed that PB goals can fluctuate in line with other academicassociated factors. The aim of the present study is to scrutinize these goals in association with students' resilience and language achievement. In other words, this study elucidated how English as a foreign language (EFL) learners' PB and resilience influence language achievement. To do so, 173 students studying in two private language institutes and a university completed two questionnaires. The former was PB scale designed by Martin (2006) measuring specific, challenging, competitively self-referenced, and self-improvement goals. It was then translated to Persian and validated by the present researchers. The latter was the resilience scale containing five dimensions of perceived happiness, empathy, sociability, persistence, and self-regulation. The questionnaire was designed and validated by Kim and Kim (2016) and then translated to Persian and validated in this study. The results of confirmatory factor analysis (CFA) demonstrated the validity of the Persian versions of the scales. The results of structural equation modeling (SEM) indicated that PB is a positive and significant predictor of resilience. Moreover, it was found that language achievement is predicted by both PB and resilience.

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The Impacts of Self-Esteem and Resilience on Academic Performance: An Investigation of Domestic and International Hospitality and Tourism Undergraduate Students

Cited by 53 publications

References 71 publications

Resiliencia en la Formación de Estudiantes de Medicina en una Universidad con un Sistema Híbrido de Ensenãnza y Aprendizaje

Resiliencia en la Formación de Estudiantes de Medicina en una Universidad con un Sistema Híbrido de Ensenãnza y Aprendizaje

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

A Dynamic Model of EFL Learners' Personal Best Goals, Resilience, and Language Achievement

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