The Role of Resilience and Psychological Well-Being in School Engagement and Perceived Academic Performance: An Exploratory Model to Improve Academic Achievement

Fernández, Arantzazu Rodríguez; Ramos-Díaz, Estibaliz; IngeAxpe-Saez,

doi:10.5772/intechopen.73580

Cited by 42 publications

(44 citation statements)

References 62 publications

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“…Of the few studies which have explored this association, one conducted with a population of young immigrants found that those who believed they were doing well at school scored significantly higher for resilience [45], and another [46] found that resilience predicted perceived academic performance among university students, both directly and indirectly through coping. Similarly, Rodríguez-Fernández et al [47] found a relationship between resilience and perceived academic performance which was mediated by subjective wellbeing and school engagement.…”

Section: Resilience As a Mediator Variablementioning

confidence: 89%

School Climate and Perceived Academic Performance: Direct or Resilience-Mediated Relationship?

et al. 2020

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Although there is a growing interest in identifying the variables that enhance student school adjustment, there is a lack of understanding of the mechanisms involved in it during adolescence. Despite there being works that confirm the positive relationship between school climate and academic performance, it is still unresolved which of the more specific aspects of climate are linked to this performance, as well as the degree to which an individual variable such as resilience can play a mediating role between both; these unknown factors constitute the objective of this study. A total of 731 students (mean age, Mage = 15.20 years; Standard Deviation, SD = 1.62) from the Basque Country participated; they completed the PACE-33 -school climate scale-, the CD-RISC10 -resilience scale- and the EBAE-10 -perceived academic performance subscale-. The full mediation model and the partial mediation model were tested. The results show that the model of choice is that of partial mediation: the resilience mediates the relationship between two specific aspects of the school climate (peer relationship and teachers’ ability to motivate) and perceived academic performance, and a third specific aspect (teachers’ expectations) has a direct relationship with perceived academic performance. These findings highlight the importance of attending to variables specific to the context in which the subject interacts, with the role of the teacher being especially important, in addition to promoting the development of resilience, due to the weight it has on the perception that students have about their school performance.

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Section: Resilience As a Mediator Variablementioning

confidence: 89%

School Climate and Perceived Academic Performance: Direct or Resilience-Mediated Relationship?

et al. 2020

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“…This finding highlights the complex relationship between resilience and well-being. Several studies have shown that resilience is positively correlated with psychological well-being and vice versa, however, the directional causality of resilience and well-being has not been clearly explored ( Fredrickson and Joiner, 2002 ; Mak et al, 2011 ; Souri and Hasanirad, 2011 ; Rodriguez-Fernandez et al, 2018 ; Liu et al, 2020 ; Wu et al, 2020 ). A study conducted with Chinese college students found further support for the reciprocal relationship between resilience and mental health status, indicating that resilience predicted the level of mental health and vice versa within 1 year from baseline.…”

Section: Discussionmentioning

confidence: 99%

Improving Healthcare Worker Resilience and Well-Being During COVID-19 Using a Self-Directed E-Learning Intervention

et al. 2021

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Introduction: High rates of burnout, depression, anxiety, and insomnia in healthcare workers responding to the COVID-19 pandemic have been reported globally.Methods: Responding to the crisis, the Foundation for Professional Development (FPD) developed an e-learning course to support healthcare worker well-being and resilience. A self-paced, asynchronous learning model was used as the training intervention. Each module included practical, skill-building activities. An outcome evaluation was conducted to determine if completing the course improved healthcare worker knowledge of and confidence in the learning outcomes of the course, their use of resilience-building behaviours, their resilience, and their well-being. A secondary objective was to explore if there were any associations between behaviours, resilience, and well-being. Participants completed pre- and post-course questionnaires to measure knowledge of and confidence in the learning outcomes, y, frequency of self-reported resilience-building behaviours, and levels of resilience (CD-RISC) and well-being (WHO-5). Results were analysed in STATA using paired T-tests, univariate and multivariate linear regression models.Results: Participants (n = 474; 77.6% female; 55.7% primary care) exhibited significant increases in knowledge, confidence, resilience-building behaviour, resilience, and well-being scores. Statistically significant improvements in the frequency of resilience-building behaviours led to significant improvements in resilience (0.25 points; 95% CI: 0.06, 0.43) and well-being (0.21 points; 95% CI: 0.05, 0.36). Increasing changes in well-being scores had a positive effect on change in resilience scores (β = 0.20; 95% CI: 0.11, 0.29), and vice versa (β = 0.28; 95% CI: 0.14, 0.41).Conclusion: A healthcare worker e-learning course can build knowledge and skills that may prompt changes in resilience-building behaviours and improvements in well-being and resilience scores. The findings suggest that e-learning courses may improve more than competency-based outcomes alone but further research is warranted to further explore these relationships.

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“…Fernandez et al (2018) in their study conducted showed that there are several variables that need to be consider in understanding resilience and academic performance. Fernandez et al (2018) presented that subjective well-being and school engagement act simultaneously as mediator variables between perceived academic performance and 478 resilience. This suggests that perceiving oneself as being able to cope successfully with adverse situation has a significant impact on the young personal and school related adaptation.…”

Section: Mediators Between Resilience and Academic Performancementioning

confidence: 99%

A Literature Review of Resiliency and Academic Performance Among Students

Angeles¹

2021

IJAR

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Extant literatures proved the various role of resilience and its multifaceted impact to academic performance. An extensive search was conducted through EBSCO Research Databases to gather, summarize and synthesize studies on resiliency and academic performance. The author reviewed relevant literature from 2009-2019 that examine relationship and mediator studies of resiliency and academic performance among students. Thus, outcome studies that proved the effectiveness of resiliency intervention program was also highlighted. Literatures revealed the significant association of resiliency and academic performance among students. There are mediators factors proved to affect resiliency and academic performance of the students such as perception of stress, school engagement and level of perception to their psychological wellness. Programs and interventions anchored on resilience are proved to be effective in enhancing academic performance. Counselors can integrate resilience findings to their practices and devise culturally sensitive counseling intervention and resilience skill training for students to augment academic performance.

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The Role of Resilience and Psychological Well-Being in School Engagement and Perceived Academic Performance: An Exploratory Model to Improve Academic Achievement

Cited by 42 publications

References 62 publications

School Climate and Perceived Academic Performance: Direct or Resilience-Mediated Relationship?

School Climate and Perceived Academic Performance: Direct or Resilience-Mediated Relationship?

Improving Healthcare Worker Resilience and Well-Being During COVID-19 Using a Self-Directed E-Learning Intervention

A Literature Review of Resiliency and Academic Performance Among Students

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