Validation and Adaptation of the Academic-Resilience Scale in the Spanish Context.

Rubén Trigueros,Marta García-Tascón,José M Aguilar-Parra,Antonio Alias,Ana M Magaz-González

doi:10.3390/ijerph17113779

Abstract

The aim of this study was to validate and adapt the academic-resilience scale in the Spanish context. The study involved 2967 university students aged 18–33 (Mean, M = 23.65; Standard Deviation, SD = 2.57) from several universities in Andalusia (Spain). Exploratory and confirmatory factorial analyses revealed adequate adjustment rates for the new version of the scale showing the factorial structure invariant with respect to that generated. Three factors that integrate the scale obtained high correlation, internal consistency, and temporal stability. The Spanish version of the academic-resilience scale was shown to have adequate psychometric properties to measure academic resilience in the Spanish university context.

Highlights

Students throughout their academic period must, at some point, face multiple difficulties and tasks that place high cognitive and/or motor demands on them [1,2]
Academic resilience, and analyze whether they have sufficient defense mechanisms with which to adapt to the many difficulties they face on a daily basis
The metatheory asserts that overcoming problems contributes to learning and personal progress since the individual responds to an adverse situation returning to a normal level of functioning [6]

Summary

Introduction

Students throughout their academic period must, at some point, face multiple difficulties and tasks that place high cognitive and/or motor demands on them (e.g., test failure, friction with peers or teachers, and embarrassing situations) [1,2]. Academic resilience, and analyze whether they have sufficient defense mechanisms with which to adapt to the many difficulties they face on a daily basis. The metatheory of resilience by Richardson [5] is one of the first theories that tries to explain how mechanisms available to people to try to overcome and adapt to the possible vicissitudes they face in their lives, and in their different work environments. The metatheory affirms that resilience begins in a situation of physical, mental, and spiritual balance that is disrupted when a situation arises in which the individual does not possess sufficient resources or skills to cope with adverse situations [5]. The individual readjusts and returns to balance by raising their level of resilience or homeostasis and acquiring the process skills and tools with which to overcome vicissitudes [5].

Objectives

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Results

Conclusion