An Initial Investigation of the Efficacy of the Resilience Education Program (REP)

Chinese Virtues and Resilience among Students in Hong Kong

Character strengths and training have a great impact on students' whole-person development. This study examined the applicability of the Chinese virtues questionnaire (CVQ) and the relationships between students' perceptions of virtues and resilience in Hong Kong, SAR, China. A total of 2468 pupils from primary and secondary schools in Hong Kong were recruited as the sample for this study. The results of confirmatory factor analysis (CFA) supported a measurement model of Chinese virtues, and the results of structural equation modeling (SEM) suggested that Chinese virtues were positively related to positive resilience and succumbing. Significant relationships were found between gender and students' positive resilience, and school grade level showed a significant impact on the Chinese virtues, which in turn affect resilience. Student resilience could be enhanced by nurturing virtues and related character strengths, keeping in mind the role of gender and grade level.

Effects of academic self-regulation on procrastination, academic stress and anxiety, resilience and academic performance in a sample of Spanish secondary school students

Introduction

One of the biggest challenges facing students today is procrastination, which is closely related to stress, anxiety and, in the most severe cases, depression. The aim of the present study is to analyze the influence of academic self-regulation on procrastination, academic anxiety and stress, academic resilience and academic performance.

Method

The sample consisted of 991 high school students aged between 16 and 19 years (M = 17.25; SD = 3.45). A structural equation model was used to analyze the relationship between the study variables.

Results

Analyzes showed that academic self-regulation negatively predicted procrastination. In turn, procrastination positively predicted academic stress and anxiety. However, resilience exerted a protective influence by being positively related to academic stress and anxiety. Finally, resilience positively predicted academic performance, whereas stress and anxiety negatively predicted academic performance.

Conclusion

Thus, the importance of generating strategies for students to learn to self-regulate in academic contexts, manage emotions, foster motivation and develop strategies to help them overcome the vicissitudes they face is emphasized.

Development and Psychometric Properties of a Scale to Measure Resilience among Portuguese University Students: Resilience Scale-10

Higher education students lack skills to deal in a positive way with the crises inherent to the developmental phase in which they find themselves. However, the complexity of the current global context adds an urgent need for them to be resilient. For this purpose, it is necessary to evaluate their capacity for resilience, which requires the use of instruments that are easy to access, useful, simple, and fast. In this sense, this study aimed to develop and validate a scale to assess students’ resilience in the face of adversity. The scale was administered to a sample of 2030 Portuguese higher education students. The results obtained pointed towards a factorial structure composed of two factors named “self-determination” and “adaptability”, which showed good internal consistency. Therefore, this scale proved to be a valid measure to assess resilience among the university population. Future studies may consider this variable as an intervention target since it can be a predictor of success in phases of change and crisis.

The Influence of Emotional Intelligence on Resilience, Test Anxiety, Academic Stress and the Mediterranean Diet. A Study with University Students

The academic transition to university is a turning point in young people’s lifestyles. However, studies to date have focused on student behaviour within the classroom context, rather than on the consequences it may have on their lifestyle. This study aims to analyze the influence of emotional intelligence of university students on their resilience, academic stress, exam anxiety, and eating habits related to the Mediterranean diet at the university stage. This study was carried out with the participation of 733 male and 614 female students from the University of Almeria, aged between 19 and 27. A structural equation model was made to explain the causal relationships between the variables. The results showed emotional intelligence positively predicted resilience. In turn, test anxiety and academic stress were negatively predicted by resilience. Finally, test anxiety and academic stress were negatively predicted by the Mediterranean diet. In short, the results of the present study have shown that academic transfer to university and grading pressure can generate maladaptive consequences for food consumption.