Abstract
Background: There is no validated instrument for Persian-speaking students to apply the social-ecological resilience theory (SERT), which emphasizes the ecological resources for developing resilience. The study aimed at developing the student social-ecological resilience measure(Student-SERM) in Iran’s context. Methods: Three separate samples of undergraduates participated in this mixed-methods research from the University of Tehran, Iran. Phase-1 qualitatively explored the resilience features in the university setting, to devise the university-specific subscale (USS). Phase-2piloted the construct validity and reliability of the Student-SERM in 242 undergraduates, who also completed Depression, Anxiety, and Stress Scale (DASS-21). Phase-3, as a cross-validation study, investigated 487 undergraduates, who completed the refined Student-SERM, HospitalAnxiety and Depression Scale (HADS), and three indices screening academic performance, loneliness, and suicide acceptability. Exploratory factor analysis (EFA) and confirmatory factor analysis (CFA), Pearson’s correlation, and Cronbach’s alpha were performed. Results: Phase-1 yielded nine items for USS. In phase-2, EFA indicated the construct validity of the main 20-item measure (RMSEA=0.06 and SRMR=0.04) and the nine-item USS (RMSEA=0.07and SRMR =0.04), and the reliability and convergent/divergent validity were confirmed. In phase-3, EFA (RMSEA=0.07 and SRMR=0.04) and CFA (RMSEA=0.07, CFI=0.89, TLI=0.87,and SRMR=0.07) in two separate subsamples and CFA (RMSEA=0.06, CFI=0.92, TLI=0.90,and SRMR=0.06) in the total sample indicated the construct validity of the refined Student-SERM, including family, peer, culture, growth, and USS subscales. The reliability and convergent/divergent validity were also reconfirmed. Conclusion: The Student-SERM incorporates ecological resources, accounting for the students’resilience. Since the resilience process involves a return to healthy functioning after adversity, further research can examine the application of Student-SERM in high-risk student populations.
Highlights
Resilience is the process of recovering from highly stressful situations or traumatic experiences, which increase the risk of developing psychological and adjustment disorders.[1]
Resilience is characterized by two other elements: 1) opportunities for the individual’s development, which may vary in terms of availability and accessibility in a given ecological context; and 2) the meaning of resilience, which is based on the individual’s cultural context and varies relative to the social structure.[2,3]
Phase 1: University-specific subscale A total of 33 codes were obtained from the content analysis, most of which were individual, relational, or contextual
Summary
Resilience is the process of recovering from highly stressful situations or traumatic experiences, which increase the risk of developing psychological and adjustment disorders.[1]. Resilience is characterized by two other elements: 1) opportunities for the individual’s development, which may vary in terms of availability and accessibility in a given ecological context; and 2) the meaning of resilience, which is based on the individual’s cultural context and varies relative to the social structure.[2,3] To operationalize this new concept, the 28-item Child and Youth Resilience Measure (CYRM) was developed for individuals aged 13-23 years.[4,5,6] More than 1400 young people, living in high-risk environments in 11 countries, participated in a pilot study to design this instrument. Since the resilience process involves a return to healthy functioning after adversity, further research can examine the application of Student-SERM in high-risk student populations
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