Resilience Of College Students Research Articles

生活事件对大学生心理弹性的影响：自我效能感和社会支持的多重中介效应

生活事件对大学生心理弹性的影响：自我效能感和社会支持的多重中介效应

Characteristics of exercise self-efficacy and resilience of college students proactively taking sports practical course

Characteristics of exercise self-efficacy and resilience of college students proactively taking sports practical course

미용전공 대학생의 공감능력과 회복탄력성의 상관관계

This study sought to determine the effects of empathetic ability on resilience in college students majoring in beauty. To that end, from March 1 to April 30, 2019, a survey of 389 college students majoring in beauty in colleges in the Gyeonggi area was conducted. The students' empathetic ability showed an overall high level in the order of empathetic concern, acceptance of viewpoints, personal pain, and imagination. Meanwhile, their resilience showed a high level in the order of self-control, interpersonal ability, and positive questions. Students generally showed higher levels of empathy ability and resilience in the first year than the second year, and it was also found that the higher their satisfaction with the school and department was, the higher their empathetic ability and resilience were. Regarding the correlation between the sub-factors of empathetic ability and resilience, empathetic concern, acceptance of viewpoints, and imagination had a significant positive correlation, and personal pain had a significant negative correlation. This suggests that the sub-factors of empathetic ability all had effects on resilience, and indicates a need to revise the curriculum aimed at improving this ability since resilience improves according to the improvement of empathy.

Cultivating resilience in college students with a foster care background

ABSTRACT Taking a resilience approach, this study sought to understand what strengths helped young people with foster care experience successfully transition during their first year in college. In-depth, narrative interviews were conducted with a sample of students with foster care experience who had successfully completed their first year of college demonstrating an important milestone of retention. Findings suggest that while the extent of the problems experienced by these students are unique, the process of coping and adaptation that emerged from their stories may have implications for other college students who are at risk of poor outcomes in post-secondary education. Findings offer important implications for colleges and universities as they seek to support groups of students such as those with a foster care background with complex challenges as they transition to college. Considering campus-based support programs for current or former foster youth are typically either managed by higher education or social work programs, findings offer implications for both disciplines.

A Review on University Students’ Resilience and Levels of Social Exclusion and Forgiveness

The aim of this research is to review the relationship between university students’ resilience and levels of social exclusion and forgiveness. Study group of the research includes 355–206 (58%) female and 149 (42%) male–students who marked at least one item in Risk Factors Determination List. This study is a correlational survey model. The Resilience Scale, The Risk Factors Determination List, The Social Exclusion Scale for Adolescents and Forgiveness Scale are used as data collection tools. Pearson Product-Moment Correlation coefficient and Multiple Linear Regression Analysis are used in data analysis. In the wake of correlation analysis, a significant relationship cannot be found between resilience and forgiveness level. A negative and significant relationship is found between resilience and exclusion and negligence sub-dimensions of social exclusion. In the wake of regression analysis, sub-dimensions of social exclusion predict resilience. In order to increase the resilience of university students, rejection by their friends should be minimized, and in order to prevent individuals from being exposed to social exclusion, communication skills can be improved. Social support, which is among the protective factors of resilience, has an important place in life of university students. Therefore, social activities that every student can participate in can be hold.

Relevance between daily products intake and stress resilience in university students

Relevance between daily products intake and stress resilience in university students

Relationship between Career Preparation Behavior and Cluster Types based on Career Stress and Career Resilience of College Students

Relationship between Career Preparation Behavior and Cluster Types based on Career Stress and Career Resilience of College Students

Levels of Physical Activity Are Associated With the Motivational Climate and Resilience in University Students of Physical Education From Andalucía: An Explanatory Model.

BackgroundThe practice of Physical Activity (PA) is a key factor for the improvement of physical and mental health, making the study of the motivational processes that take part in the development of active lifestyles of interest.MethodsThis cross-sectional study was conducted on 775 university students of Physical Education (PE) from Spain. This research aims to develop an explanatory model for the relationships between motivational climate and resilience according to the level of PA, using structural equations analysis. The main instrument used were the Perceived Motivational Climate in Sport (PMCSQ-2) and the Connor-Davidson Resilience Scale (CD-RISC).ResultsA negative relationship was observed between task-oriented climate (TC) and ego-oriented climate, which acquired greater correlation strength in the respondents who did less PA. Likewise, a positive relationship was obtained between TC and resilience, which was higher in participants who did more than 3 h of weekly PA. Finally, it was observed that resilience was highly correlated with personal competence, tenacity and control capacity in the most active respondents.ConclusionThe importance of promoting task-oriented motivational climates in PA is highlighted, since this could develop a better resilience capacity in university students and will favor the tolerance to adversity and the positive acceptance of changes.

The strength of pursuing your values: Valued living as a path to resilience among college students.

Although stressful life events (SLEs) frequently relate to negative outcomes, many individuals demonstrate resilience by positively adapting to stressors without significant impairment. Valued living, a key process in the theory underpinning acceptance and commitment therapy is a response style characterized by daily purposeful actions that are linked to important values and may promote resilience in college students. This study examined the main and interactive effects of SLEs and valued living in the prediction of a multidimensional measure of resilience. Results supported a strong positive relationship between resilience and valued living. Further, valued living moderated the association between SLE negative impact scores and resilience (but not the association between cumulative prior year SLEs and resilience). Although SLE negative impact scores were negatively associated with resilience at lower levels of valued living, there was no demonstrated relationship at higher levels of valued living. Implications related to promoting valued living among college students in the service of increasing resilience are discussed.

Differences in the Effects of a Horticultural Activity Program Depending on the Level of Resilience of College Students

Differences in the Effects of a Horticultural Activity Program Depending on the Level of Resilience of College Students

Assessing the efficacy and acceptability of an internet-delivered intervention for resilience among college students: A pilot randomised control trial protocol

BackgroundExposure to new stressors places college students at increased risk for developing mental health problems. Preventive interventions aimed at enhancing resilience have the potential to improve mental health and well-being in college students and internet-delivery may improve access to these interventions. However, few studies have evaluated the efficacy of online interventions for resilience in college students. The present study seeks to assess the feasibility [initial efficacy and acceptability] of a newly developed internet-delivered intervention for resilience provided with human or automated support, in a sample of college students. MethodA pilot randomised controlled trial including three groups: 1) an intervention group with human support; 2) an intervention group with automated support; and 3) a waiting list control group. The intervention, Space for Resilience, is based on positive psychology and consists of seven modules, delivered over a period of eight weeks. Primary outcomes measures will include the Connor-Davidson Resilience Scale (CD-RISC) and the Pemberton Happiness Index (PHI). Secondary outcomes measures will include the Brief Resilience Scale (BRS), the Patient Health Questionnaire – 4 items (PHQ-4), the Rosenberg Self-Esteem Scale (RSES), and the Perceived Stress Scale – 4 items (PSS-4). Acceptability will be examined using the Satisfaction with Treatment (SAT) questionnaire. Analysis will be conducted on an intention-to-treat basis. DiscussionThe study seeks to establish the initial efficacy and acceptability of an internet-delivered intervention for resilience with human support and automated support. Apart from determining the impact of the intervention on acceptability and effectiveness, this study will be a first to explore more clearly the relative benefits of different support modes.

Physical Activity Is Associated With Grit And Resilience In College Students: Is Intensity The Answer?

Physical activity (PA) has been positively associated with academic performance; however, as students transition from high school to tertiary education their PA levels often decrease. The transition to tertiary education is a substantial life event, requiring a combination of academic and social determinants to succeed. Little research has investigated the associations between PA and determinants of academic success, such as grit and resilience. PURPOSE: To determine the associations among PA, grit and resilience in undergraduate students. METHODS: Undergraduate students (n=244; 165 females, age 21.1±2.9 years) participated in an online survey. Self-reported PA was collected using the International Physical Activity Questionnaire. Grit was measured using the Short Grit Scale and resilience was determined with the Connor-Davidson Resilience Scale. Linear regression analyses were used to determine associations among grit, resilience, and PA. One-way ANOVAs were used to determine differences in grit and resilience across tertiles of PA. RESULTS: Vigorous PA was positively associated with resilience (β=0.17, p=0.01) and the perseverance of effort grit domain (β=0.19, p=0.004), while being negatively associated with the consistency of interest grit domain (β=-0.22, p=0.001). Moderate PA was associated with both grit domains (p≤0.03) but not resilience (p=0.38). Further, resilience (tertile 1: 34.1±5.5 vs. tertile 2: 36.8±4.9, p=0.005) and the perseverance of effort grit domain (tertile 1: 4.1±0.7 vs. tertile 3: 4.4±0.5, p=0.01) were significantly higher with increased vigorous PA. Consistency of interest grit domain scores (tertile 1: 2.9±0.9 vs. tertile 3: 2.6±0.8, p=0.04) were lower with higher levels of vigorous PA. There were no differences in grit and resilience across tertiles of moderate PA (p>0.05). CONCLUSIONS: Vigorous PA was positively associated with the perseverance of effort grit domain and resilience but negatively associated with the consistency of interest grit domain. Moderate PA was also associated with grit but not resilience in this cohort. The findings suggest that intensity of PA may play a role in grit and resilience levels in students. Future research may be beneficial to determine if participation in vigorous PA can increase grit or resilience in college students.

Influence of Outdoor and Adventure Activities on Subjective Measures of Resilience in University Students

Background: Adventure experiences offer opportunities to improve resilience by exposure to controlled challenging situations. While previous studies have shown improvements in resilience, they have often lacked matched control groups, relied on a single measure of resilience, and had limited longitudinal follow-up. Purpose: This research assessed changes in subjective measures of resilience in response to adventure experiences. Method/Approach: Using a quasi-experimental design, resilience was assessed in two matched groups of university students using two validated instruments. Measurements were taken at four time points over a 3-month period, which included a 4-day residential experience for the Outdoor Adventure group. Findings/Conclusion: Adventure experiences showed tentative evidence for influencing subjective measures of resilience, more so for individuals who started with a low score. Resilience demonstrated the largest increase immediately post-program, returning to near baseline within 3 weeks. Implications: The mechanism for change in resilience would appear to be appropriate levels of challenge, rather than specific exposure to outdoor adventure activities. Furthermore, individuals with initially low scores are likely to achieve the greatest gain.

The Academic Resilience of College Students in Kalinga

The Academic Resilience of College Students in Kalinga

Effects of Forest Art Experience Group Art Therapy Program on Ego Resilience of University Students and Adaptation to College Life

Effects of Forest Art Experience Group Art Therapy Program on Ego Resilience of University Students and Adaptation to College Life

The relationship between life satisfaction, attachment styles, and psychological resilience in university students

The relationship between life satisfaction, attachment styles, and psychological resilience in university students

Social Network Analysis and Resilience in University Students: An Approach from Cohesiveness.

The Social Network Analysis offers a view of social phenomena based on interactions. The aim of this study is to compare social reality through the cohesion variable and analyse its relationship with the resilience of university students. This information is useful to work with the students academically and to optimise the properties of the network that have an influence in academic performance. This is a descriptive transversal study with 90 students from the first and third year of the Nursing Degree. Cohesion variables from the support and friendship networks and the level of resilience were gathered. The UCINET programme was used for network analysis and the SPSS programme for statistical analysis. The students’ friendship and support networks show high intra-classroom cohesion although there are no differences between the support networks and friendship or minimal contact networks in both of the courses used for the study. The network cohesion indicators show less cohesion in the third year. No correlations were found between cohesion and resilience. Resilience does not appear to be an attribute related to cohesion or vice versa.

The Four-Facet Model of Eudaimonic Resilience and Its Relationships with Mindfulness, Perceived Stress and Resilience

Elevated levels of psychological distress in university students is a growing area of concern as it is associated with a variety of consequences including mental illness symptoms, absenteeism, and poor academic performance. A growing body of research has indicated that resilience in university students is associated with reduced psychological distress and perceived stress. The construct of resilience and the factors that contribute to its development are not well understood, hampering the development of effective interventions. Key factors including mindfulness (paying attention on purpose and non-judgementally in the present moment), positive reappraisal (reframing perceived stress as meaningful), positive emotion, and reduced psychological distress are associated with fostering resilience in the face of perceived stress. These four factors are termed eudaimonic resilience. The present study examined whether perceived stress, mindfulness, positive reappraisal, positive emotion, and psychological distress accounted for variance in university student resilience (N = 164). A theoretical framework of eudaimonic resilience development was examined with mediation. Hierarchical regression indicated that mindfulness, positive reappraisal, positive emotion, and psychological distress predicted variance in resilience over and above that of perceived stress. Additionally, mindfulness, positive reappraisal, positive emotion, and psychological distress significantly mediated the relationship between perceived stress and resilience. Increased mindfulness, positive emotion, and positive reappraisal predicted increased resilience, while increased psychological distress predicted decreased resilience. These results provided preliminary support for a theoretical framework of eudaimonic resilience development and informed resilience interventions. Limitations and future research are discussed.

Profiles of Psychological Resilience in College Students With Disabilities

The present article reports on research conducted to identify profiles of psychological resilience using factor mixture models. We also examine gender as a predictor of resilience profile membership and career optimism, academic satisfaction, and psychological well-being as outcomes of profile membership. Based on resilience data from university students with disabilities, factor mixture modeling revealed three distinct profiles of resilience (viz., “vulnerable,” “spirituality-dominant,” and “engaged-resilient”). Results also revealed that females were almost 4 times as likely to be in the spirituality-dominant profile than the vulnerable profile. Finally, distal outcome analyses revealed that career optimism, academic satisfaction, and well-being were higher in the engaged-resilient profile than the other profiles. Notably, spirituality-dominant and vulnerable individuals possessed about the same levels of career optimism, satisfaction, and well-being. The findings have important implications for the theory and assessment of resilience, suggesting the tenability of a person-centered assessment of psychological resilience.

대학생 전공몰입이 자아존중감, 회복탄력성 및 충성도에 미치는 영향 : 전북 소재 사립대학

University students choose their majors that are appropriate for their academic performance without having to choose a majors that match their aptitude at high school in order to enter university. I experience many things that I have not experienced in school life that I have not been able to achieve by high school. However, expectations, responsibilities, and autonomy of various roles are required and much effort is required for adaptation. This effort is one of the key factors for successful university life. It is important to adapt to the new environment such as academic achievement and interpersonal relations in the right university life. The correct establishment of a university major affects career paths after graduation and also affects self-esteem. Proper recognition and loyalty to the major and self-esteem of the university should be formed. The spatial scope of this study is the students of Jeollabuk-do Private University. The time frame is March 2018 month. During the period, we received a total of 220 questionnaires from the students in university. The content range is composed of 4 chapters. First, there is a difference in self - esteem among university students. Second, there is a difference in loyalty among college students. Third, the resilience of college students' mental immersion will have a moderating effect on self – esteem. Finally, the major involvement of university students will study whether resilience in the relation of loyalty is moderating.