Predictors of Academic Resilience Based on Demographic and Psychological Profiles among Undergraduate Nursing Students: A Multicentric Survey in India.

Background: The mental health of students in higher education, particularly concerning suicidal ideation, has been an area of growing concern. Academic resilience and psychological well-being are key factors that influence students' mental health. Understanding the relationship between these factors is crucial for developing effective interventions. Objective: This study aimed to explore the relationship between academic resilience, psychological well-being, and suicidal ideation among medical and non-medical students. The study sought to determine whether academic resilience serves as a protective factor against suicidal thoughts and how it interacts with psychological well-being. Methods: A cross-sectional survey was conducted with a sample of 200 students, evenly divided between genders and educational backgrounds (medical and non-medical). The study employed the Academic Resilience Scale, the Psychological Well-Being Scale, and the Suicidal Ideation Scale. Participants' ages ranged from 18 to 25 years, with an average age of 21.35 years. Statistical analyses included correlation, regression, and t-tests, using tools like SPSS version 25 for data processing. Results: The results indicated a positive correlation between academic resilience and psychological well-being (r=0.242, p<0.01). Regression analysis showed that academic resilience (β=-0.59, p<0.000) and psychological well-being (β=0.49, p<0.000) were significant predictors of suicidal ideation. Medical students demonstrated higher academic resilience and lower suicidal ideation compared to non-medical students. Suicidal ideation scores among non-medical students were notably higher (Mean=125.63, SD=20.07) than medical students (Mean=107.30, SD=29.86). Conclusion: Academic resilience plays a crucial role in reducing suicidal ideation among students. Enhancing academic resilience, particularly among non-medical students, could be a key strategy in mitigating the risk of suicidal thoughts. This study highlights the importance of incorporating resilience-building initiatives in educational settings to improve student mental health.

BACKGROUND:There is growing acknowledgment that medical education can be a stressful experience for students and may have a devastating effect on their psychological well-being. The present article, therefore, aimed at investigating students' academic resilience as a mediating variable in self-efficacy-test anxiety relation.MATERIALS AND METHODS:In this cross-sectional correlational study, a convenience sample of 243 medical students was selected and participated, three prevalidated questionnaires were applied, that is, general self-efficacy questionnaire, academic resilience questionnaire, and test anxiety questionnaire. To analyze the data, Pearson's correlation coefficient as well as structural equation modeling (SEM) were used.RESULTS:According to Pearson's coefficients, self-efficacy was found to be positively correlated with academic resilience (r = 0.437, P ≤ 0.01) and negatively with test anxiety (r = −0.475, P ≤ 0.01). SEM results also indicated that self-efficacy positively impacts on academic resilience (β = 0.43, P < 0.001) and negatively on test anxiety (β = −0.37, P < 0.001). In addition, results demonstrated the mediating role of academic resilience in self-efficacy-test anxiety relationship (β = −0.108, P < 0.001).CONCLUSION:This study showed that academic resilience could play a mediating role in students' self-efficacy-test anxiety relationship.

Psychological well-being and academic resilience are crucial factors for students' success in higher education, contributing to both academic achievement and mental health. Therefore, it is essential to implement strategies aimed at enhancing students' psychological well-being and academic resilience. This study aimed to evaluate the effectiveness of a cognitive-behavioral intervention and mindfulness relaxation integrated with Islamic values in improving students' psychological well-being and academic resilience. The research employed a mixed-methods approach. The quantitative component utilized an experimental design, specifically a non-equivalent control group design. The research subjects were divided into four groups, with a total of 70 participants. The instruments used for measurement including the Psychological Well-being Scale (α = 0.897) and the Academic Resilience Scale (α = 0.884). Data analysis was conducted using multivariate analysis of variance. In addition to the quantitative analysis, the qualitative method explored participants' feelings before and after the intervention. The study found no significant effect of the cognitive-behavioral intervention and mindfulness relaxation integrated with Islamic values on increasing psychological well-being and academic resilience across all experimental groups. However, qualitative data revealed that the intervention had a positive impact on students' psychological well-being and academic resilience. Overall, while the quantitative results did not show significant improvements, the qualitative feedback suggests that the intervention may still hold value in supporting students' mental health and resilience.

In Mediterranean countries, resilience among university students remains underexplored, despite its critical role in managing academic and personal stressors. Emotional intelligence (EI) and perceived stress are known to influence resilience but require further investigation in culturally diverse settings. To explore the relationships between academic resilience, EI, and perceived stress among university students in three Mediterranean countries characterized by diverse academic and cultural systems. 1833 undergraduate students from 12 universities in Egypt, Jordan, and Oman. A cross-sectional correlational design was employed. Participants completed the academic resilience scale (ARS-30), Schutte self-report emotional intelligence test (SSEIT), and perceived stress scale (PSS). Multiple linear regression was used to identify predictors of academic resilience. The mean resilience score was 67.4 (SD = 18.4). EI positively predicted resilience (B = 0.57, β = 0.66, p < 0.001), whereas perceived stress was negatively associated (B = -0.48, β = 0.15, p < 0.001). Other significant predictors included good health, advanced academic years, GPA, nationality, and participation in stress-management training. Variables, such as gender, age, and field of specialty, did not significantly influence resilience. The model explained 54% of the variance in resilience (R2 = 0.54, p < 0.001). This study provides novel insights into the predictors of resilience in culturally diverse Mediterranean contexts. Emotional intelligence and stress management are critical for enhancing academic resilience. Universities should integrate EI training, stress reduction programs, and resilience-building initiatives into their curricula. Future research should explore longitudinal trends and culturally tailored interventions to promote resilience.

The COVID-19 pandemic has exerted an unprecedented impact on the mental health of nursing students globally, particularly due to the abrupt transition to online education. This study aims to: 1) delineate the demographic and academic profile of Saudi nursing students; 2) evaluate their academic resilience; and 3) identify predictors of academic resilience. Employing a cross-sectional approach, the research highlights the significant influence of gender and grade point average (GPA) on students' academic resilience and psychological well-being. Distinct challenges in academic motivation are evident among both male and female students, while a higher GPA correlates with increased optimism and resilience. This study underscores the enduring resilience and perseverance of nursing students in navigating the challenges posed by the pandemic, both prior to and subsequent to its onset.

This study aims to investigate the relationship between cognitive failures, sense of coherence, and academic resilience in children with speech impairments. The objective is to determine how cognitive and psychological factors predict resilience in this population. A cross-sectional design was employed, involving 376 children with speech impairments, aged 8 to 12 years. Participants were recruited from special education centers and mainstream schools. Academic resilience, cognitive failures, and sense of coherence were measured using the Academic Resilience Scale (ARS-30), Cognitive Failures Questionnaire (CFQ), and Sense of Coherence Scale (SOC-29), respectively. Pearson correlation analysis examined the relationships between variables, and linear regression analysis determined the predictive value of cognitive failures and sense of coherence on academic resilience. Data analysis was conducted using SPSS version 27. Descriptive statistics indicated moderate levels of academic resilience (M = 78.45, SD = 11.32) among participants. Cognitive failures (M = 43.29, SD = 9.87) negatively correlated with academic resilience (r = -0.56, p &lt; .001), while sense of coherence (M = 65.14, SD = 10.45) positively correlated (r = 0.63, p &lt; .001). The regression model was significant (F(2, 373) = 173.27, p &lt; .001), explaining 48% of the variance in academic resilience (R² = 0.48). Cognitive failures (B = -0.45, p &lt; .001) and sense of coherence (B = 0.59, p &lt; .001) were significant predictors of academic resilience. The findings underscore the significant roles of cognitive failures and sense of coherence in predicting academic resilience in children with speech impairments. Interventions targeting cognitive improvement and psychological support can enhance resilience, thereby promoting better academic outcomes. Future research should explore longitudinal trajectories and the effectiveness of specific interventions to further support these children.

Academic resilience, moral perfectionism, and self-compassion among undergraduate nursing students: A cross-sectional, multi-center study.

This study sought to explore the connection among Grit, Academic Resilience, and Growth Mindset within a sample of university students. A total of 198 participants were selected through a convenient sampling method, with ages ranging from 18 to 35 years. Participants were drawn from various government and private universities in Lahore, Pakistan. Correlational sampling was employed, utilizing the Short Grit Scale to assess grit, the Academic Resilience Scale to measure academic resilience, and the Dweck Mindset Inventory to gauge growth mindset in university students. Reliability Analysis was conducted to assess the scales' reliability, Pearson product moment correlation analysis was employed to examine the relationships between grit, academic resilience, and growth mindset, and Regression Analysis was used to identify predictor variables for the outcome variable (Academic Resilience). The results revealed a significant positive correlation between grit and academic resilience, academic resilience and growth mindset, and grit and growth mindset (r=0.33, r= 0.34, r= 0.21 respectively). Grit and Growth Mindset emerged as predictors of Academic Resilience in university students. The study's implications suggest that the findings may assist educational authorities, teachers, and parents in fostering grit, academic resilience, and growth mindset in individuals and students, ultimately enhancing their educational and career motivations.

Objective: This study aimed to examine the impact of social support on academic resilience in university students, with positive affect as a mediating variable, using a structural equation modeling approach. Methods and Materials: A descriptive correlational design was employed with a sample of 440 undergraduate students from universities in South Africa, selected based on the Morgan and Krejcie sample size table through stratified random sampling. Standardized instruments were used, including the Academic Resilience Scale (ARS-30), the Multidimensional Scale of Perceived Social Support (MSPSS), and the Positive Affect subscale of the Positive and Negative Affect Schedule (PANAS-PA). Data were analyzed using IBM SPSS Statistics version 27 for descriptive and Pearson correlation analyses, and AMOS version 21 for Structural Equation Modeling (SEM). Model fit was evaluated using χ², χ²/df, GFI, AGFI, CFI, RMSEA, and TLI indices. Findings: Pearson correlation analysis showed significant positive associations between social support and academic resilience (r = .54, p &lt; .001), social support and positive affect (r = .57, p &lt; .001), and positive affect and academic resilience (r = .49, p &lt; .001). The SEM demonstrated good model fit (χ²/df = 1.79, GFI = 0.95, AGFI = 0.93, CFI = 0.97, RMSEA = 0.042, TLI = 0.96). Social support had a significant direct effect on academic resilience (β = .34, p &lt; .001) and on positive affect (β = .41, p &lt; .001). Positive affect significantly predicted academic resilience (β = .29, p &lt; .001). The indirect effect of social support on academic resilience through positive affect was also significant (β = .12, p &lt; .001). Conclusion: The findings highlight the dual role of social support as both a direct predictor of academic resilience and an indirect predictor via positive affect. These results underscore the importance of fostering supportive social environments and positive emotional experiences in higher education to enhance resilience among students.

Previous studies highlighted that academic resilience is an important resource for elementary pupils to survive and grow as they navigate their academic life in its later stages. Moreover, previous claims and theories postulate that there are dependent variables that can influence academic resilience. As such, the study attempts to determine the significant influence of goal orientation and teacher interaction on elementary pupils’ academic resilience. This study employs a quantitative descriptive-correlational design and utilizes stratified random sampling to select 300 elementary students from public schools in a municipality within Davao del Norte. The sample size was calculated using the Raosoft sample size calculator to ensure representativeness and statistical reliability. Results revealed that the level of the dependent variable, goal orientation, is high. Meanwhile, the other dependent variable, teacher interaction, is perceived to be moderate. Moreover, the level of the independent variable, academic resilience, is high. Results on the significant relationship revealed that goal orientation has a moderate positive correlation with academic resilience, while teacher interaction has a low positive correlation. Lastly, tests on significant influence disclosed that goal orientation alone and the combination of goal orientation and teacher interaction can significantly influence learners’ academic resilience.

هدف البحث الحالي إلى التعرف على أکثر استراتيجيات تنظيم الانفعال معرفيا شيوعا لدى طالبات جامعة الطائف، والتعرف على درجة الصمود الأکاديمي لدى طالبات جامعة الطائف، والکشف عن العلاقة بين الاستراتيجيات الإيجابية لتنظيم الانفعال معرفيا والصمود الأکاديمي لدى طالبات جامعة الطائف، والکشف عن العلاقة بين الاستراتيجيات السلبية لتنظيم الانفعال معرفيا والصمود الأکاديمي لدى طالبات جامعة الطائف، والتعرف على الفروق بين متوسطات درجات مقياس الصمود الأکاديمي لدى طالبات جامعة الطائف تبعا لمتغير الحالة الاقتصادية والاجتماعية (السکن، الحالة الاجتماعية، الدخل الشهري)، ولمتغير المستوى الدراسي (الأول، الثاني – السابع، الثامن)، ولمتغير المعدل الدراسي(ممتاز، جيد جدا، جيد، مقبول). وتکونت العينة من (403) من طالبات جامعة الطائف، وتم استخدام المنهج الوصفي الارتباطي، وقامت الباحثة بتقنين مقياس استراتيجيات تنظيم الانفعال معرفيا (Garnefski, Kraaij, 2007) تعريب (عفانة،1439)، وأعدت مقياس الصمود الأکاديمي، وللإجابة على فروض البحث تم الاستعانة بتحليل التباين الأحادي، ومعامل الارتباط بيرسون، واختبار شيفيه. وقد توصلت النتائج إلى أن أکثر استراتيجيات تنظيم الانفعال معرفيا شيوعا لدى عينه البحث على التوالي هي إعادة التقييم الإيجابي، الترکيز على التخطيط، الاجترار، التقبل، إعادة الترکيز الإيجابي، وضع الأمور في منظورها الصحيح، لوم النفس، التصور الکارثي، لوم الآخرين، وکانت درجة الصمود الأکاديمي لدى عينة البحث مرتفعة، کما أظهرت نتائج البحث عن وجود علاقة ارتباطية موجبة دالة احصائيا بين درجات الاستراتيجيات الإيجابية لتنظيم الانفعال معرفيا ودرجات الصمود الأکاديمي، ووجود علاقة ارتباطية موجبة دالة احصائيا بين درجات الاستراتيجيات السلبية لتنظيم الانفعال معرفيا ودرجات الصمود الأکاديمي لدى عينة البحث، في حين تظهر نتائج البحث عن عدم وجود فروق دالة احصائيا بين متوسطات درجات مقياس الصمود الأکاديمي لدى عينة البحث تبعا لمتغير الحالة الاقتصادية والاجتماعية (السکن، الحالة الاجتماعية، الدخل الشهري)، ولمتغير المستوى الدراسي (الأول، الثاني – السابع، الثامن)، بينما وجدت فروق دالة احصائيا بين متوسطات درجات مقياس الصمود الأکاديمي لدى عينة البحث تبعا لمتغير المعدل الدراسي وذلک لصالح من معدلهن أعلى، وقد خلصت الباحثة بعده توصيات کان من أبرزها عقد الدورات وورش العمل والندوات لطالبات الجامعة لتنمية التنظيم الانفعالي لديهن في المواقف التي يتعرضن لها. The current research aimed to identify the most common cognitive emotion regulation strategies in female students of Taif University, to identify degree of the academic resilience in female students of Taif University, to disclose the relationship between the positive cognitive emotion regulation strategy and academic resilience in female students of Taif University, to disclose the relationship between the negative cognitive emotion regulation strategy and academic resilience in female students of Taif University and to identify the differences between the average measuring degrees of the academic resilience in female students of Taif University depending on socioeconomic situation variable (residence, marital status, monthly income), study level variable (first, second - seventh, eighth), and grade point average variable (Excellent, Very Good, Good, Pass) The sample consisted of (403) female students from Taif University. The Descriptive Correlative Approach was used and the researcher standardize a scale for the Cognitive Emotion Regulation Strategies (Garnefski, Kraaiji, 2007), arabized by (Afana 1439). The researcher also prepared the academic resilience scale, To answer to research hypotheses, One Way Analysis of Variance, Pearson's Correlation Coefficient and Scheffe Test were used. The results have concluded that the most common cognitive emotion regulation strategies in the research sample are represented respectively as follow; positive reappraisal, refocus on planning, rumination, acceptance, positive refocusing, putting into perspective, self blame, catastrophizing and others blame, and degree of the academic resilience was in high in the research sample.Results of the research also demonstrated that there is positive statistically significant correlational relationship between degrees of the positive cognitive emotion regulation strategies and degrees of the academic resilience in the research sample, that there is positive statistically significant correlational relationship between degrees of the negative cognitive emotion regulation strategies and degrees of the academic resilience in the research sample , while results of the research show that there are not statistically significant differences between average degrees of criterion of the academic resilience in the research sample depending on socioeconomic situation variable (residence, marital status, monthly income) and study level variable (first, second - seventh, eighth), while there were statistically significant differences between average degrees of criterion of the academic resilience in the research sample depending on grade point average in favor of the persons, who has higher grade point average. The researcher concluded to many recommendations and proposals, holding the workshops, seminars for students of the University to develop the emotional regulation in them in the situation that they pass through.

Children with Attention-Deficit/Hyperactivity Disorder (ADHD) face continuous challenges in maintaining attention, regulating impulses, and managing emotions, which often affects their academic engagement and performance. Recent research emphasizes academic resilience—the capacity to recover and remain motivated despite difficulties—as a vital factor for academic success in ADHD populations. This review synthesizes empirical findings on two core predictors of academic resilience: cognitive flexibility and coping skills. Cognitive flexibility enables children to shift perspectives and adapt strategies in response to challenges, while coping skills transform these cognitive adjustments into sustained behavioral and emotional regulation. The review integrates evidence from global and emerging studies, highlighting that these constructs are malleable through intervention. Training programs that strengthen flexibility and coping, when combined with pharmacological or environmental supports, can significantly enhance resilience in children with ADHD. Future research should adopt longitudinal and neurocognitive approaches to clarify developmental mechanisms and optimize intervention design.

BackgroundAcademic resilience, defined as the ability to effectively adapt to academic challenges and setbacks, plays a crucial role in students’ psychological wellbeing and happiness. However, its mediating role between meaning in life and subjective happiness remains underexplored. This study examined how academic resilience influences this relationship among students.MethodsA quantitative cross-sectional design was employed, with purposive and convenience sampling methods used to recruit 450 participants (aged 19 to 47 years, M = 27.01, SD = 5.48), comprising both undergraduate and postgraduate students. The study was conducted between August 2023 and July 2024. In gathering the data, three psychological constructs were assessed using validated measures: The Academic Resilience Scale (ARS), the Meaning in Life Questionnaire (MLQ), and the Subjective Happiness Scale (SHS). Structural equation modeling (SEM) with bootstrapped confidence intervals was utilized to test mediation effects.ResultsFindings indicated that academic resilience significantly mediated the relationship between meaning in life and subjective happiness. Generally, the results indicate a significant direct effect (Direct Effect = 0.347, p <.001) between meaning in life and academic reliance. The mediation effect reveals a significant indirect effect (Indirect Effect = 0.066, 95% CI [0.033, 0.108], p <.001) in the relationship between meaning in life and academic reliance, mediated by both academic resilience and a sense of hope. Specifically, perseverance positively influenced both meaning in life and subjective happiness, while negative affect exhibited a negative mediating effect. However, reflecting did not significantly mediate the relationship.ConclusionThis study highlights the importance of academic resilience, particularly perseverance, in enhancing students’ wellbeing and happiness. Findings suggest that interventions aimed at fostering perseverance and managing negative affect could be valuable for improving students’ academic success and psychological wellbeing. These insights provide actionable recommendations for educators, policymakers, and mental health professionals in designing strategies that promote resilience in academic settings.

Academic resilience is an important factor for university students to navigate through their assignments, as the absence of quality may cause issues. Perceived peer pressure and search for meaning act as major predictors of academic resilience as both factors are crucial for university students. This research aims to identify the roles of perceived peer pressure and search for meaning on academic resilience in university students in Surabaya. This research is a quantitative study using a survey design and double regression data analysis technique. The sample of this study are active university students in Surabaya with the number of 208 respondents collected through accidental sampling in the form of non-probability sampling. Measuring instruments used in this research are The Academic Resilience Scale (ARS-30) (Alpha Cronbach 0,685 (perseverance), 0,861 (reflecting and adaptive help-seeking) and 0,761 (negative affect and emotional response) ), Perceived Peer Pressure Scale ( Alpha Cronbach 0,865 (yielding to peer pressure) , 0,844 (resistance to peer pressure) , dan 0,633 (peers encouragement) ) and Meaning in Life Questionnaire (MLQ) ( Alpha Cronbach 0,922). When juxtaposed, this research finds a significant role of perceived peer pressure on academic resilience while no role of search for meaning is found. On the other hand, search for meaning is found to have an independent role on academic resilience. Thus, it is concluded that perceived peer pressure has a more dominant role in comparison to search for meaning. Further research needs to be done regarding search for meaning as the mediator of the roles of perceived peer pressure on academic resilience.

Academic resilience is an important psychological resource that enables university students to cope with academic challenges and persist in demanding learning environments. Drawing on Social Cognitive Theory, this study examined the combined roles of social support, self-efficacy, self-esteem, and motivation in predicting academic resilience among university students in the Yangtze River Delta region of China. A three-wave time-lagged design was employed, with data collected over three consecutive academic semesters from a final analytical sample of 2,609 undergraduate and postgraduate students from the provinces of Zhejiang, Shanghai, and Jiangsu. A three-wave time-lagged structural equation modelling approach was used to examine whether earlier social support and psychological resources were prospectively associated with later academic resilience, while controlling for age, gender, and education level. The results indicated that self-efficacy was the strongest predictor of academic resilience, followed by motivation and social support, all of which showed significant positive effects. Self-esteem also showed a positive association overall, although its effect varied across regions. Among the control variables, age and education level were significantly associated with academic resilience, whereas gender was not significant in the general model. Regional analyses further revealed meaningful variations in the strength and significance of the predictors across provinces. These findings highlight the importance of integrating psychological and environmental resources within a unified theoretical framework and underscore the role of contextual factors in shaping academic resilience. The study contributes to the academic resilience literature by providing evidence of prospective, time-lagged associations among key psychological and contextual factors and by offering practical implications for designing targeted interventions to strengthen students' adaptive capacity in higher education.