Resilience In Students Research Articles

The influence of resilience and future orientation on academic achievement during the transition to high school: the mediating role of social support

ABSTRACT This study applies Bronfenbrenner’s bioecological systems theory to analyse how social support impacts resilience, future outlook, and academic performance during high school transition. Self-report questionnaires were completed by 958 high school students (54.5% female) ages 13–1 (M = 13.72, SD = 0.47). After descriptive and correlational analyses, path analysis explored the mediating function of general social support and its specific manifestations (from family, friends, and significant others). The findings indicate a strong positive correlation among resilience, social support, and academic success, with resilience directly enhancing academic achievement. Both general social support and support from family, friends, and significant others are key in mediating the effects on achievement. This emphasizes the relevance of social networks in educational performance and the need for interventions to build social relationships to promote student resilience and future planning. Long-term consequences of these determinants on educational trajectories should be studied, taking cultural differences into account.

How Social Support Affects Resilience in Disadvantaged Students: The Chain-Mediating Roles of School Belonging and Emotional Experience.

This study aims to utilize data from the Programme for International Student Assessment (PISA), 2018, conducted in four provinces and cities in China, to investigate the impact of social support on the resilience of disadvantaged students. It specifically focuses on the chain-mediated effects of school belonging and emotional experiences. To achieve this, the study selected 2997 disadvantaged students as participants and employed path analysis to examine the mediating effects. The results indicate that teacher support, parental support, school belonging, and positive emotional experiences significantly positively influence the resilience of disadvantaged students, while fear of failure significantly negatively affects resilience. Additionally, teacher and parental support indirectly impact the resilience of disadvantaged students through the chain-mediated effects of school belonging and positive emotional experiences. Similarly, teacher and parental support also influence the resilience of disadvantaged students through the chain-mediated effects of school belonging and fear of failure. To enhance the resilience development of disadvantaged students, it is recommended that teachers and parents provide active attention and support to these students. Simultaneously, there should be increased focus on the psychological well-being of disadvantaged students by strengthening their mental health education.

Enhancing academic resilience through mindfulness‐based practices in the schools: A study on vocational high school students

AbstractIn recent years, the positive correlation between mindfulness and resilience has gained visible importance. For this purpose, this study aims to increase the academic resilience and mindfulness level of vocational high school students with a low socioeconomic background, who often have lower resilience toward learning English as a foreign language (EFL) in Türkiye. The study adopted an experimental research design. Before and after an eight‐session mindfulness‐based intervention, the Academic Resilience Scale and Mindful Attention Awareness Scale‐Adolescent measured the levels of mindfulness awareness and academic resilience. The pretest and posttest results in control and experimental groups were analyzed in SPSS, and independent samples t‐test and analysis of covariance were conducted for data analysis. Focus‐group interviews explored possible attributions toward mindfulness awareness and academic resilience, using MAXQDA. The results revealed that there is a significant difference between the groups in terms of academic resilience, but there is no significant difference in the case of mindfulness. On the other hand, most students reported that their academic resilience increased, and they had positive attitudes toward mindfulness‐based practices. However, it was observed that their classmates' distractive and biased behaviors in the classroom setting mostly resulted in a lapse in their mindfulness.

Relación entre los estilos de apego y el nivel de resiliencia en estudiantes de secundaria

· Recibido: 22 de septiembre de 2023 · Arbitrado: 10 de octubre de 2023 · Aceptado: 14 de diciembre de 2023 · Publicado: 1 de febrero de 2024 The objective of this research was to determine if there is a relationship between attachment styles and the level of resilience in sixth grade students of the Adventist Educational Unit UAB, Bolivia, in 2023. The study was developed under a quantitative, descriptive approach, correlational, not experimental. The sample was made up of 37 students from this academic grade and educational center. The CaMir-R attachment styles questionnaire and the Wagnild and Young Resilience Test were used. As a result, it was obtained that disorganized attachment (49%) and a moderate level of resilience (43%) are more prevalent. Furthermore, it was determined that although there is a positive trend, the link does not reach statistical significance, with a Spearman's Rho coefficient of 0.255 and an associated p value of 0.127. It is concluded that there is no significant correlation between attachment styles and resilience in schoolchildren.

Implementing internet-based cognitive behavioural therapy (moodgym) for African students with symptoms of low mood during the COVID-19 pandemic: a qualitative feasibilty study.

Online therapies have been shown to be effective in improving students' mental health. They are cost-effective and therefore have particular advantages in low-income countries like Zambia where mental health resources are limited. This study aimed to explore the perceived impact of the COVID-19 pandemic and the feasibility of implementing an Internet-Based Cognitive Behavioural Therapy (iCBT) intervention ('moodgym') to improve resilience in vulnerable Zambian students. The study was a qualitative interview study. Participants identifying as having symptoms of low mood and completing a baseline, online survey (n = 620) had the option to volunteer for a semi-structured interview to explore views about their experience of the pandemic and the acceptability and perceived benefits and limitations of using moodgym. A total of 50 students (n = 24 female, n = 26 male) participated in the study. One theme with 4 sub-themes, captured the severe emotional and social impact of the COVID-19 pandemic. A second, very strong theme, with 5 sub-themes, reflected the considerable negative effects of the pandemic on the students' educational experience. This included the challenges of online learning. The third theme, with three subthemes, captured the benefits and acceptability of moodgym, particularly in terms of understanding the relationship between thoughts and feelings and improving academic performance. The fourth theme described the technical difficulties experienced by students in attempting to use moodgym. COVID-19 caused fear and impacted wellbeing in vulnerable students and severely impaired the quality of students' educational experience. The findings suggest that moodgym might be a valuable support to students in a low-income country.

Impact of Bullying Victimization on Chinese College Students' Suicidal Tendency: The Moderating Effect of Teachers' Emotional Support and Family Support.

To explore the influence of bully victims on the suicidal tendencies of college students, and the moderating role of teacher emotional support and family support in the relationship between bully victims and college students' suicidal tendencies, in order to provide a reference for the effective intervention of college students' suicide behavior. Based on a survey of 15,560 college students. Multiple stepwise regression and Interaction analysis explore the impact of the bully victimization on college students' suicidal tendencies and the moderating role of family support and teacher emotional support in the relationship between the bully victim and college students' suicidal tendencies. This study found that the Suicidal Tendencies score of college students was 19.79 points, indicating that some college students have a risk of suicidal tendencies; secondly, verbal bullying (β = 0.084, P <0.001), physical bullying (β = 0.222, P <0.001) and social relationship bullying (β = 0.122, P <0.001) have a positive and significant impact on the suicidal tendencies of college students; in addition, family support and teacher emotional support have a significant regulatory effect on the bully victim and college students Suicidal Tendencies and family support. The regulating effect was significantly higher than that of teacher emotional support. Chinese college students have the risk of suicidal tendencies; peer bullying victimization is an important reason for affecting college students' suicidal tendencies, teacher emotional support is a protective factor for bully victims to affect college students' suicidal tendencies, and family support has a significant moderating effect on the bully victim and college students' suicidal tendencies. Therefore, it is necessary to actively adopt home-school linkage and home-school communication to reduce campus violence and increase the psychological resilience of college students.

Contemporary Educational Perspective: Howard Gardner And Daniel Goleman's Approach In Cultivating Adaptability And Resilience

Developing adaptability and resilience skills in students is a crucial aspect in preparing them to face the complex dynamics of life. This research explores the contemporary educational perspective with a focus on the approaches of Howard Gardner and Daniel Goleman in shaping students' adaptability and resilience. The literature study method is employed to analyze Gardner's views on Multiple Intelligences and Goleman's Emotional Intelligence concept within the educational context. The analysis highlights the synergies between these two theories in supporting the formation of students' adaptability and resilience in educational environments. The findings of this research are expected to provide practical insights to enhance educational strategies that support holistic development of students' adaptation and resilience across various educational settings. The research results indicate that the integration of both offers a strong foundation for a more comprehensive education, enabling educators to develop strategies that support holistic student growth, not only in academic realms but also in emotional and social aspects. Emphasizing the educator's role as a facilitator and role model in building student resilience, along with the appropriate use of assessments to measure and strengthen resilience, education can create a supportive environment for students to face life's challenges with the confidence and resilience needed.

Effectiveness of cognitive behavioral therapy (CBT) in increasing academic resilience in students: Literature review

Academic resilience is the ability of students to face and overcome academic challenges and pressures. Students with high academic resilience are more likely to be able to cope with academic stress, learn from mistakes, and stay motivated to achieve their academic goals. The purpose of this study is to determine and understand the effectiveness of CBT in improving academic resilience. The method used is a literature review. Cognitive-behavioral therapy (CBT) is a therapeutic approach that focuses on changing thoughts and behaviors to address a variety of psychological problems. CBT is effective in increasing resilience in a variety of populations, including students. Based on the results of the literature review, there have been several studies that have examined the effectiveness of CBT to improve academic resilience in students. These studies found that CBT can be effective in helping students. Based on the findings of these studies, it can be concluded that CBT is an effective counseling approach for improving academic resilience in students. Keywords: Academic resilience; academic stress; cognitive behavioral therapy; students

Detailed Analysis of the Academic Resilience of Higher Secondary School Students

The present study analysed the level of academic resilience of higher secondary school students in Mizoram, the southernmost state of North-Eastern India. The sample of the study includes 800 higher secondary school students from Mizoram. The study revealed that higher secondary school students in Mizoram had average academic resilience. The study also found no significant difference between male and female higher secondary school students in their level of academic resilience. The study also revealed that there was no significant difference between male and female higher secondary school students in their levels of motivation and ability to achieve goal, sense of well being and relationship with peers and adults. The research findings also revealed that there was significant difference between male and female students in their levels of academic confidence and emotional regulation and physical health.

Development and Validation of a Scale to Measure Academic Resilience of Students

Academic resilience can lead to better behavior and results for disadvantaged learners since they can achieve good educational outcomes despite diversity. Several studies mentioned that various protective factors could affect resilience among students. On the other hand, several risk factors also directly affect its development among learners. This research focuses on the critical role of academic resilience in fostering positive behavior and outcomes among disadvantaged learners, enabling them to achieve educational success despite diverse challenges. Drawing on existing literature and personal interviews with secondary school students in Bulacan, a scale was developed to assess academic resilience, incorporating both risk and protective factors identified by Kutlu and Yavuz (2016). The four-point Likert scale, administered to 591 students, demonstrated promising psychometric features upon validation. Exploratory factor analysis revealed two distinct internal and external protective factors comprising 37 items in the newly developed FLARS instrument. Rigorous criteria for factorability were met, including a Kaiser-Meyer-Olkin measure of sampling adequacy exceeding the recommended threshold at .915 and a statistically significant Bartlett's test of sphericity (X2(666) = 7351.246, p &lt; .05). Furthermore, the overall Cronbach's alpha coefficient of .901 indicated exceptional reliability. Consequently, the FLARS instrument emerges as a reliable and valid tool for measuring academic resilience levels among secondary school students. While the study recommends readministering the instrument to a larger sample for enhanced reliability, validity, and generalizability, it marks a significant contribution to the understanding and assessment of academic resilience in educational contexts.

Utilizing a HRSA Training Grant to Promote PMHNP Student Resilience: Answering the Call to Enhance Trauma-Informed Teaching and Learning Practices in Nursing Education

Nursing burnout has reached a new level of prevalence among professionals and is rising among nursing students and can impact student success in the classroom and clinical areas. Among advanced practice nurses, psychiatric-mental health nurse practitioners have the least favorable combination of low compassion satisfaction and high secondary traumatic stress, placing them at even greater risk for burnout compared to other specialties. Trauma informed teaching and learning principles can serve to prevent burnout and have a positive impact on learning outcomes. Through these teaching methods, nurse educators have the opportunity to both support students during their nursing education and prepare students for the professional stressors that contribute to burnout. This quality improvement project involved implementation and evaluation of a HRSA funded program to train PMHNP students interested in working in rural and underserved areas. The training intervention included didactic curricular enhancements, a trauma resiliency training and a longitudinal clinical practicum. Qualitative program outcomes indicated that trainees were implementing trauma-informed principles and skills with patients and for self-care during their nursing training and at one year follow-up. The program may offer practical upstream solutions for nurse educators and future studies should explore concepts more formally to develop best practice models.

Eventos estressores e a resiliência em estudantes de medicina

Resilience can be defined as the ability to manage and process experiences, learning from them. Within the medical course, students experience a series of challenging experiences, both personally and during training, with the care of critically ill, terminally ill patients, constantly facing life and death. Detecting these stressors can help in the ability to remain resilient in the face of course adversities. Therefore, the aim of this study was to identify the most stressful events pointed out by medical students and that require the ability to be resilient to a greater or lesser degree. This is a narrative review, conducted in the Google Scholar, PubMed and Scielo virtual library databases. Resilience in medical students, according to the results of the studies, is shown to be an individual characteristic unrelated to gender, age, sexual orientation, color, and housing conditions between the various years of the course. Some factors pointed out were: stress related to tests and experiences when caring for patients with serious or terminal illnesses, in interpersonal relationships with superiors that are characterized by authoritarianism, rigidity and inhumanity, and witnessing unprofessional behavior. Some of the ways to combat these stressors are: developing the ability to adapt to changes; seek to be flexible; exercising self-control, releasing tensions; face life with positivity and optimism; use adversity as a source of strength; learn to be patient and optimistic; keep motivation high; staying connected in loving relationships; learn healthy habits and believe in yourself.

Factor structure of academic resilience among Polish and Ukrainian students involved in remote education caused by Covid-19 and military aggression

Academic resilience explains how students overcome various challenges or negative experiences that can hinder the learning process. The COVID pandemic as well as war conflicts might be significant factors affecting the structure of the academic resilience of students. This study attempted to assess the extent to which the Cassidy’s construct of resilience can be used to interpret the behavior of other—Polish and Ukrainian samples, under remote education caused by the COVID-19 pandemic and Russian military aggression against the Ukrainian civils. Second, the relationships between resilience and students' self-efficacy were estimated. To test the factor structure of the resilience exploratory and confirmatory factor analyses were conducted. Assumed structure reproduced to a greater extent among Polish (83.4% similarity) than in Ukrainian respondents (from 27 to 40%) and it was three or two factors for Polish and Ukrainian students, respectively. General self-efficacy positively correlated with resilience both among Polish and Ukrainian respondents confirming the concurrent validity of the scale. The discovered differences were explained by differences in the historical and sociocultural experiences of the two nations. If among Ukrainian students historical and social experiences actually lead to the formation of a pattern of Perseverance in Overcoming Problems, then in the factor analysis, this pattern should be reproduced in the form of a single factor. At the same time, experiences with negative emotions should give a second-factor Negative affect and emotional response. The results obtained confirmed this assumption.

Acceptability and Impact of the Empowerment Strategy from the KIPAS Perspective containing the Trisula Values to Elevate the Resilience of Students: Are Both Proven?

This study aims to delineate the framework and content of an empowerment strategy that integrates Trisula ideals and is based on the KIPAS framework, with the intention of fostering student resilience. In addition, the purpose of this study is to assess, from a KIPAS standpoint, the impact of the empowerment strategy that incorporates Trisula values in fostering greater resilience among students. The stages of this model for research and development were modified from those of Borg and Gall. The student resilience scale is utilized by the instrument that measures student resilience. In the implementation phase, eight junior high school students from the Darul Ulum Islamic Boarding School in Indonesia participated as research subjects. For the purpose of evaluating products, format and model assessment sheets are utilized. Expert evaluation data on format and content were analyzed utilizing Aiken's Value analysis. The findings of the study indicate that the structure and substance of the empowerment approach, which incorporates Trisula values as viewed through the lens of KIPAS, are suitable for assisting students in developing resilience. Additionally, it was deemed a success that this research product assisted students in developing resilience. Further recommendations for future researchers are to broaden the range of subjects included in effectiveness testing, thereby enabling the application of model products beyond Islamic boarding schools.

How does Resilience Predict Cognitive Rumination in College Students?

Resilience is important for students to rise from stressful events such as cognitive rumination. Cognitive rumination makes students trapped in contemplation about their problems, resulting in students becoming unproductive. Therefore, this study aims to see the effect of resilience on cognitive rumination of Faculty of Education and Psychology Universitas Negeri Semarang and Faculty of Teaching and Education Universitas Bengkulu students. Quantitative methods were used in this study with an ex-post facto design. The population in this study is FEP UNNES and FETT UNIB students. A total of 320 FEP UNNES students and 292 FETT UNIB students were used as samples with purposive random sampling techniques. The data collection technique used a psychological scale of resilience (24 items) and a psychological scale of cognitive rumination (27 items). Hypotheses are tested and analyzed using simple regression analysis techniques. The results of this study showed that resilience had a significant negative effect on students' cognitive rumination (R=.890, R2=.793, β=-.890, t=112.605, and p&lt;0.001). These results mean that resilience contributes 79,3% to cognitive rumination, so students who have high resilience are not easy to get caught up in negative rumination and remain productive in carrying out their academic activities. Further implications of this research for the field of guidance and counseling studies in higher education are to provide an initial foundation for digging deeper into aspects that can increase resilience in college students through experimental research. Researchers recommend looking at other perspectives of the subjects studied. For example, by adding a gender moderator variable to see differences in levels of resilience between male and female. In addition, expanding the range of research subjects to a wider range will further increase the generalizability of research with different sampling techniques.

Evaluating the online Resilience Skills Enhancement programme among undergraduate students: A double-blind parallel randomized controlled trial.

Resilience training has beneficial effects on the ability of undergraduate students to withstand adversity and stress. However, there are inconsistencies in the content and delivery approaches for resilience training. Given the increasing shifts towards computer-assisted instruction, there is a need to develop and evaluate innovative approaches for resilience training. This study aimed to examine the efficacy of two versions of the Resilience Skills Enhancement (RISE) programme. A randomized controlled trial was used to evaluate the effects of blended learning (BL) and a self-guided RISE programme on the resilience, social support, and learning outcomes of undergraduate students. One hundred and fourteen students were recruited and randomly allocated to receive either BL or the self-guided RISE programme. The within-group analyses indicated significant improvements in resilience scores for the BL (F=37.74, p<0.001) and self-guided groups (F=10.16, p<0.001) with moderate (d=0.62, 95% CI: 0.25, 1.00) to large effect sizes (d=1.11, 95% CI: 0.71, 1.50) respectively. There were also significant differences across the three time points for social support scores for the BL (F=4.50, p<0.05) and self-guided groups (F=4.59, p<0.05). Students in the BL group had considerable improvements in self-efficacy of learning and performance (F=5.42, p<0.01) and meta-cognitive self-regulation scores (F=5.91, p<0.01). In the between-group analyses, both BL and self-guided RISE were comparable for resilience, social support, and learning scores (p>0.05). The study provided preliminary evidence that both modes, BL and self-guided RISE programme lead to positive effects on the resilience, social support, and learning scores of students.

Reading Inside Out: A Resilience-Driven Mentoring Approach to Enhancing Reading Fluency for at-Risk Students of Color

This study investigated the effects of a mentoring program for atrisk students of color by integrating reading fluency instruction and resilience-building activities. Three 4th and 5th-grade students identified as having reading difficulties participated in the program, which involved college mentors providing one-on-one instruction for 30-40 minutes, two days per week, over 10 weeks. Resiliencethemed books were used during reading sessions to improve reading skills and resilience understanding. Data collection included pre- and post-assessments of reading fluency using the easyCBM assessment and the student resilience survey. Mentee interviews were conducted to gather additional insights. The easyCBM data of the three participants indicated that their participation in the mentoring program was effective in improving their reading fluency. The student resilient survey showed positive changes from preto posttest, implying the program’s effectiveness in enhancing students’ resilience. The outcomes of the study contribute to a deeper comprehension of the impact of mentoring initiatives coupled with resilience-focused reading instruction on at-risk students of color. Implications for future research are discussed.

Social support and work readiness of Chinese final-year nursing students: The moderating role of psychological resilience

We explored the relationships among perceived social support, psychological resilience, and work readiness of final-year nursing students. Participants included 376 Chinese final-year nursing students (female = 83.8%; mean age = 20.24 years, SD = 1.37 years). They completed the Multidimensional Perceived Social Support Scale, the Connor–Davidson Resilience Scale, and the Work Readiness Scale for graduate nurses. Hierarchical regression analysis results showed that social support was significantly associated with higher work readiness. Further, social support was associated with higher psychological resilience. Psychological resilience partially mediated the relationship between social support and work readiness to be higher. These study findings suggest a need for targeted student social support programs to increase their psychological resilience, which is important for increasing their work readiness.

Empowering Students to Thrive: The Role of CT and Self-Efficacy in Building Academic Resilience

The relationship between computational thinking (CT) and academic self-efficacy for building students’ academic resilience—a trait crucial for problem-solving, peer relationships, and confidence development—was investigated. A mixed-methods approach was employed in a study involving 60 participants; half were given CT instruction and half were instructed traditionally. Quantitative data were analyzed using analysis of covariance and path analysis, while MAXQDA software was employed for qualitative interview data. The study found a positive correlation between CT instruction and academic self-efficacy with increased academic resilience, particularly in the experimental group, and identified key factors contributing to resilience. This study demonstrates the effectiveness of computational thinking (CT) and academic self-efficacy in enhancing academic performance, offering a new understanding of how these elements can be integrated into education to boost student resilience. It establishes a direct empirical link between CT instruction and increased academic self-efficacy, underscoring the value of specific teaching methodologies in fostering resilience. The findings are significant for educators, policymakers, and stakeholders in developing strategies to enhance students’ academic and personal success, thereby promoting their overall well-being. Recognizing the importance of CT and self-efficacy paves the way for customized educational programs that effectively support and empower students to thrive.

The Structural Model of the Causal Relationship Between Childhood Trauma and Deviant Behaviors and Academic Performance with the Mediation of Resilience in Students

Objective: Today, the academic progress and performance of students have been considered an important indicator for evaluating the educational system. The present study aimed to fit the proposed model of the causal relationship between childhood traumas, deviant behaviors, and academic performance with the mediation of resilience in students. Methods and Materials: This correlational study employed structural equation modeling (SEM) or causal modeling for model fitting. The statistical population included all male and female high school students in the 22 districts of Tehran during the 2023-2024 academic year, from which 370 students were randomly selected. Data were collected using the Bernstein et al. (2003) Childhood Trauma Questionnaire, the Eyberg and Ross (1978) Child Behavior Checklist, and the Liebenberg et al. (2012) Child and Youth Resilience Measure. Data were analyzed using SPSS.24 and AMOS.24 software. Findings: The results showed that childhood traumas had a direct effect on resilience (t = -6.38, β = -0.61). Childhood traumas had a direct effect on deviant behaviors (t = 4.27, β = 0.38). Childhood traumas had a direct effect on academic performance (t = -2.68, β = -0.28). Resilience had a direct effect on deviant behaviors (t = -4.96, β = -0.47). Additionally, the model of childhood traumas with deviant behaviors and academic performance mediated by resilience in students was a good fit. Conclusion: It can be concluded that resilience plays a mediating role in the relationship between childhood traumas, deviant behaviors, and academic performance.