Academic Resilience among Students: A Review of Literature (original) (raw)
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Researchers analyzed that social emotional learning is one of the factors for effective learning to take place. Researchers call academic resilience as one of the important components of social emotional learning. It is the students' ability to compete and get success in environment where they face adverse conditions. These adverse conditions include poverty or abuse etc. Academic resilience has numerous components, for example ability to motivate him, ability to understand stress, and ability to manage stress while facing adverse conditions. It also includes the level of confidence of the students. The framework of academic resilience makes clear the reasons for difference in success of students from similar socioeconomic background. The aim of this meta-analysis is to understand the theories of researchers and getting insight into their methodologies for establishing link between academic resilience and success.
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This study was aimed at finding out the impact of resilience on students’ academic achievement. The researcher was motivated by the students’ effort to succeed despite the prevailing challenges and barriers affecting them especially in their academics. The survey research design was adopted for this study. A questionnaire was used as instrument for data collection. The simple random sampling technique was used. The questionnaire was administered to 80 students. The data were analyzed using descriptive statistics and the results presented on tables for the descriptive statistics and the chi- square for inferential statistics. Findings revealed that there is a high significant relationship between resilience and academic achievement of secondary school students in Minawao refugee camp. Recommendations were made on how to improve on their academic achievement given their prevailing circumstances and make them to be more resilient in the face of numerous challenges affecting them in any...
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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 thei...
Contextualize Program of Strengthening Academic Resilience Level of the Secondary Education Students
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In the rise of artificial intelligence where Industrial Revolution 4.0 becomes the trend of the Education 2030 as reflected in the UNESCOs Sustainable Development Goals, challenging and advanced learning opportunities are now exposed to every learner especially in the collegiate level. Now, it is the responsibility of the institution and educators to guide the students properly by determining the appropriate and suited delivery of instruction based on their specialization through examining students academic resilience despite of academic adversity as a result of the changing trend in innovations. The study aimed to create a comprehensive and contextualized program that will strengthen the academic resilience of the first-year college students in either private or local college so that they are armed as they continue their college journey. Specifically, it determined the (i) the profile of the respondents. (ii) It examined the perceived level of academic resilience of the responden...
Factors That Play a Role in the Academic Resilience of Academicians
Journal of Educational Sciences Research, 2016
In academic life, it is possible for all students to experience different obstacles, hardships and setbacks. While some students fail to negotiate their way through these difficulties, many are successful. In this context, the purpose of this study is to reveal the factors that play a role in the academic resilience of academicians. In this context, a qualitative study was employed, with semi-structured interviews conducted with 11 academicians from the Educational Sciences Faculty of Ankara University, Turkey. Eligibility criteria required academicians to have had a risk factor in their life. The academicians were also selected on the basis of their title and years of experience to sustain variety. In order to conduct interviews, an interview guide was prepared by the researchers. The questions in the interview guide for this study were linked to risk factors, and internal and external protective factors. Descriptive analysis was used to analyze collected data. According to the findings, mainly risk factors which academically resilient academicians had experienced were poverty, and negative environmental conditions. On the other hand, this study revealed that internal factors such as self-esteem, decisiveness, curiosity and external factors such as family support, qualified teachers, and peer relations helped them to overcome their risk factors.
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Universities play a critical role in educating students for their successful career. However, in higher educational institutes major focus is given on their academic achievement and psychological factors like academic stress are ignored. The aim of this quantitative study was to investigate predictive relationship between academic resilience and stress of the university students. Convenience sampling technique was used to collect data from 738 northern area university students in Pakistan. Brief Resilience Scale (BRS) having 6 items developed by Smith et al., (2008) was used to measure perceived resilience of university students, freely available on internet for academic research. During data collection respondents were asked to assess themselves on a 6-point Likert scale on both scales. Tools were validated by experts and reliability was established using Cronbach's alpha (0.813). For data analysis, the gathered information was organized and summarized in Excel. Following that, it was analysed using SPSS version 22. To find the effect of perceived resilience stress of the university students regression model was used. Before analysis assumptions of regression model as given by Field (2013) and Laerd (2018) were considered. Findings of this research revealed that perceived resilience scores had a great significant negative effect on stress of university students. The present study highlighted the influence of psychological constructs resilience on reducing stress of university students which ultimately affect their academic performance. In the light of results of current study, it can be recommended that through workshops, seminars, and orientation sessions how university teachers can be motivated to enhance their capacity for teaching and learning using resilience abilities .
Building Academic Resilience in Secondary School Students: A Research Review and Case Study
Forthcoming in Marci Cottingham, Rebecca Erickson & Matthew T. Lee (eds.), Transcending Crisis by Attending to Care, Emotion, and Flourishing (Routledge), 2023
Recent research on resilience in the context of education refers to a specific kind known as ‘educational’ or ‘academic resilience’. This chapter provides an overview of research on academic resilience (‘AR’) and a report on a one-year pilot intervention in the academic year 2020-21 which aimed to build AR in school students in the UK aged 16-17 years. An account is offered of what AR is and how it relates to and differs from the psychological concept of resilience (§1). An overview is provided of the character skills that are associated with AR, as predictors of or skills correlated with it (§2). Cultural and systemic factors that may impact AR are discussed (§3). A key distinction between AR and ‘academic buoyancy’ is explained (§4). How AR is measured is explained, including one of the measures used in the intervention (§5). Strategies for developing AR, including those used in the intervention, are outlined (§6). An argument is put forward for why AR is important for students (§7). An overview is provided of the intervention (§8), covering the structure of the course (§8.1); data collection (§8.2); findings (§8.3); what the intervention identified about developing AR (§8.4); the impact of Covid-19 on the students (§8.5); and why learning about resilience is important (§8.6). Link to the book: https://www.routledge.com/Transcending-Crisis-by-Attending-to-Care-Emotion-and-Flourishing/Cottingham-Erickson-Lee/p/book/9781032196862
A Study on Academic Resilience in Relation to Academic Self Concept of Senior Secondary Students
The study's objective is to investigate senior secondary students' academic resilience in relation to academic self-concept. The current study included 400 senior secondary students from Haryana state, with 200 from government school and 200 from private school. Dr. Vikash S. Kamble & Dr. Bharat A. Naik. (2011) developed and standardized the academic self-concept Scale, and the investigator prepared an academic resilience scale that has been used for data collection. Mean, standard deviation, t value, and correlation have been used as statistical techniques. The study's findings revealed that there were not significant differences in the academic resilience senior secondary students. This study also discovered not a significant difference in academic self-concept between government and private senior secondary students, as well as a significant relationship between academic resilience and academic self-concept among senior secondary students.
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From the perspective of positive psychology or holism, mental health may include an individual's ability to enjoy life, and create a balance between life activities and efforts to achieve psychological resilience. The present study is making an attempt to identify the relationship between academic resilience and protective factors among senior secondary school students. The data was collected from 200 secondary school students of Kasganj district in Uttarpradesh with due weightage to gender and type of school. Sample was selected using simple random sampling technique and the data was collected using Academic Resilience Scale and Protective Factors Scale. Mean difference analysis and correlation were the major statistical techniques used in the study. The result of the study revealed that there is a positive correlation between academic resilience and protective factors among secondary school students.
Measurement model data of academic resilience for students in senior high school of middle seminary
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