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Hasimi L, Ahmadi M, Hovyzian SA, Ahmadi A. Sense of Coherence or resilience as predictors of psychological distress in nursing students during the COVID-19 pandemic. Front Public Health 2023; 11:1233298. [PMID: 37663830 PMCID: PMC10472274 DOI: 10.3389/fpubh.2023.1233298] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/05/2023] [Accepted: 08/01/2023] [Indexed: 09/05/2023] Open
Abstract
Background The COVID-19 pandemic lead to the occurrence of numerous psychological distress among students. This study aimed to determine the level of psychological distress as well as the predictive role of Sense of Coherence (SOC) and resilience in nursing students. Methods A cross-sectional descriptive study was conducted on 310 nursing students in Ahvaz Jundishapur University of Medical Sciences, Iran. The data of the study was collected through the demographic information questionnaire, the General Health Questionnaire (GHQ), the Academic Resilience Inventory (ARI), and the Sense of Coherence Scale (SOC-13). Results Students' mean scores for the GHQ, ARI, and SOC were 5.81 ± 1.37, 102.88 ± 11.91, and 54.54 ± 6.46, respectively. Regression models showed that two domains of SOC [meaningfulness (β = -0.28, p < 0.001), manageability (β = -0.19, p = 0.001)], female gender (β = 0.12, p = 0.015), and overall ARI (β = -0.12, p = 0.037), were significantly associated with the GH of nursing students. SOC domains [meaningfulness (β = -0.19, p = 0.002), manageability (β = -0.15, p = 0.006)], problem-oriented/positive thinking domain of ARI (β = -0.15, p = 0.011), sex (β = 0.12, p = 0.015), and history of death in first-degree relatives (β = 0.12, p = 0.021) were significantly associated with social dysfunction domain of GH. Three domains of SOC [meaningfulness (β = -0.26, p < 0.001), manageability (β = -0.13, p = 0.032), and comprehensibility (β = -0.13, p = 0.039)], were significantly associated with psychological distress domain of GH. Conclusion Our results indicated that low SOC and resilience were predictors of psychological distress in nursing students. Accordingly, interventions such as teaching stress management skills, the skills of using positive coping methods in dealing with stressful situations, and self-management skills are necessary to improve the level of resilience and SOC in nursing students.
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Affiliation(s)
- Leila Hasimi
- Department of Nursing, School of Nursing and Midwifery, Social Determinants of Health Research Center, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran
| | - Mehrnaz Ahmadi
- Medical and Surgical Nursing Department, School of Nursing and Midwifery, Social Determinants of Health Research Center, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran
| | - Shahla Assadi Hovyzian
- Medical and Surgical Nursing Department, School of Nursing and Midwifery, Abadan University of Medical Sciences, Abadan, Iran
| | - Ali Ahmadi
- Department of Nursing, Student Research Committee, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran
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Qian J, Yu J. Effects of Chinese Language Learning Anxiety on the Mental Health of International Students in China: The Chain Mediating Effect of Campus Adaptation and Academic Resilience. Psychol Res Behav Manag 2023; 16:2201-2211. [PMID: 37337564 PMCID: PMC10277018 DOI: 10.2147/prbm.s414837] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/17/2023] [Accepted: 05/30/2023] [Indexed: 06/21/2023] Open
Abstract
Introduction Studies have shown that Chinese language learning anxiety among international students in China can negatively affect their psychological adjustment. However, the specific effects and conditions of learning anxiety need to be further investigated. This study explored the mediating effects between Chinese language learning anxiety and psychological adjustment of international students in China. Methods Chinese Learning Anxiety Scale, Campus Adaptability Scale for International Students in China, Academic Resilience Questionnaire for International Students in China, Zung's Self-Rated Depression Scale were administered to 307 international students from Nanjing Normal University in China, including 165 male students and 131 female students, aged 19-28 (M =21.42; SD = 1.528). Results Chinese language learning anxiety significantly predicted the psychological well-being of international students after controlling for gender and age variables. Furthermore, Chinese language learning anxiety predicted the mental health of students through the independent mediating effect of campus adaptation and academic resilience, as well as the chain mediating effect of campus adaptation and academic resilience. Conclusion The study has theoretical and practical significance for improving international students' psychological adaptation and health, and implications for those involved in the management and teaching of international students in China. The research conclusions are as follows: firstly, when the Chinese learning anxiety of international students in China is strong, their campus adaptation and psychological resilience are reduced, and levels of depression increase; secondly, grades are significantly correlated with anxiety dimensions, and higher grades are associated with lower anxiety levels; finally, the mediating effects of campus adaptation and academic resilience were significant, together with a significant chain mediating effect of campus adaptation and academic resilience.
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Affiliation(s)
- Jinxin Qian
- Department of International Cultural Education, Nanjing Normal University, Nanjing, People’s Republic of China
| | - Jiayuan Yu
- Department of Psychology, Nanjing Normal University, Nanjing, People’s Republic of China
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Hwang EH, Kim KH. Relationship between optimism, emotional intelligence, and academic resilience of nursing students: the mediating effect of self-directed learning competency. Front Public Health 2023; 11:1182689. [PMID: 37275498 PMCID: PMC10234118 DOI: 10.3389/fpubh.2023.1182689] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/09/2023] [Accepted: 05/08/2023] [Indexed: 06/07/2023] Open
Abstract
Background The evolution toward future education following the 4th industrial revolution and the coronavirus disease 2019 (COVID-19) pandemic have changed nursing education dramatically. Online classes have become a new paradigm of education, and are expected to develop and be maintained in various forms even after the end of COVID-19. Therefore, attention is focused on finding ways to improve learners' achievements in a distance learning environment. This study aimed to examine the mediating effects of self-directed learning competency on the relationships between optimism, emotional intelligence and academic resilience among nursing students. Methods A cross-sectional descriptive design was conducted using convenience sampling of 195 nursing students in South Korea. Data were analyzed with descriptive statistics, Pearson's correlation coefficients, multiple regression, and mediation analysis using SPSS/WIN 26.0 program. Results There were significant positive correlations among self-directed learning competency, optimism, emotional intelligence and academic resilience. The self-directed learning competency acts as a mediator in explaining relationship between optimism, emotional intelligence and academic resilience, respectively. Conclusion This study provides the evidence for the role of self-directed learning competency in the relationship between optimism, emotional intelligence and academic resilience in nursing students. Rapid changes in education are inevitable due to changes in clinical settings and the impact of repeated infectious disease outbreaks including the COVID-19 pandemic. This study suggests strengthening positive psychology and self-directed learning capability of nursing students as a strategy to prepare for changes in education and clinical areas.
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Affiliation(s)
- Eun Hee Hwang
- Department of Nursing, Wonkwang University, Iksan, Republic of Korea
| | - Kon Hee Kim
- College of Nursing, Ewha Womans University, Seoul, Republic of Korea
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Cui T, Wang C, Xu J. Validation of Academic Resilience Scales Adapted in a Collective Culture. Front Psychol 2023; 14:1114285. [PMID: 36968698 PMCID: PMC10034376 DOI: 10.3389/fpsyg.2023.1114285] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/02/2022] [Accepted: 02/02/2023] [Indexed: 03/12/2023] Open
Abstract
The study aimed to adapt and validate two popular instruments on academic resilience in a collectivistic culture. One is a brief unidimensional scale (ARS_SCV), and another is a context-specific multidimensional scale (ARS_MCV). The participants were 569 high school students in China. Based on Messick's validity framework, we provided evidence to support the construct validity of the newly developed scales. Results first indicated that both scales were reliable with high internal consistency and construct reliability. Then, the results of confirmatory factor analysis (CFAs) showed that ARS_SCV had a unidimensional factor structure and ARS_MCV had a four-factor structure. Multi-group CFAs then showed that both models were invariant across gender and socio-economic status (SES) levels. Results of correlations demonstrated that both scales significantly correlated with each other and with other external constructs (grit, academic self-efficacy, and learning engagement). The findings of this study contribute to the literature by proposing two instruments, which provide practitioners with options for specific assessments to measure academic resilience in a collectivist culture.
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Affiliation(s)
- Tianxue Cui
- Faculty of Education, University of Macau, Taipa, China
| | - Chuang Wang
- Faculty of Education, University of Macau, Taipa, China
| | - Jianzhong Xu
- Department of Counseling, Educational Psychology, and Foundations, Mississippi State University, Starkville, MS, United States
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Cassidy S, Mawdsley A, Langran C, Hughes L, Willis SC. A Large-scale Multicenter Study of Academic Resilience and Well-being in Pharmacy Education. Am J Pharm Educ 2023; 87:ajpe8998. [PMID: 35338069 PMCID: PMC10159510 DOI: 10.5688/ajpe8998] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/15/2021] [Accepted: 03/21/2022] [Indexed: 05/06/2023]
Abstract
Objective. Health care students are at particular risk of stress and exposure to adverse events, negatively affecting well-being and performance and leading to increased attrition. Academic resilience has been identified as one factor helping mitigate such negative effects in students. Despite this, there is limited research exploring the topic in pharmacy education.Methods. Using a cross-sectional survey design, students attending three schools of pharmacy in the United Kingdom (N=1161) completed psychometric measures of academic resilience and well-being. Comparative, correlational, and regression analyses were conducted, exploring the relationship between academic resilience and well-being.Results. Academic resilience and well-being were significantly lower in pharmacy students compared to other student populations. Academic resilience was a positive correlate and predictor for well-being. Academic resilience was highest in first-year students, declined over subsequent years of study, and varied by pharmacy school and gender but not ethnicity.Conclusion. Introducing and embedding strategies to enhance academic resilience in pharmacy education may improve well-being and performance and reduce attrition.
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Affiliation(s)
- Simon Cassidy
- University of Salford, Greater Manchester, United Kingdom
| | | | | | | | - Sarah C Willis
- The University of Manchester, Manchester, United Kingdom
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Deng L, Daverpanah N, Izadpanah S. The effect of educational computer games on the academic resilience, academic self-regulation, and academic achievement of EFL students. Front Psychol 2023; 13:947577. [PMID: 36755985 PMCID: PMC9901295 DOI: 10.3389/fpsyg.2022.947577] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/18/2022] [Accepted: 12/13/2022] [Indexed: 01/24/2023] Open
Abstract
Introduction In recent years there has been an increasing interest in the field of educational computer games (ECGs). Although ECGs have been researched, more analyses still need to be performed on these variables to check their effects on language learning. Methods To this end, 74-third grade female state high school students from two schools in Zanjan were selected through a two-stage cluster random sampling method. The number of students in each class was 37. One of the classes (control group) was trained traditionally and the other was for one semester through the researchers-made ECGs. After completing the training, the research tools were performed as a post-test on the experimental and control groups. The data collection stage took place for about 6 months. Results Based on the results from the research questions, the use of training computers has been effective in increasing AR, ASR, and AA. Discussion It has significant implications for teachers and learners in the EFL context and opens interesting opportunities for administrators and curriculum developers to explore when planning EFL courses.
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Affiliation(s)
- Lin Deng
- College of Xingzhi, Zhejiang Normal University, Zhejiang, China
| | - Nikoo Daverpanah
- Department of English Language Teaching, Zanjan Branch, Islamic Azad University, Zanjan, Iran
| | - Siros Izadpanah
- Department of English Language Teaching, Zanjan Branch, Islamic Azad University, Zanjan, Iran,*Correspondence: Siros Izadpanah, ✉
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Izadpanah S. The impact of flipped teaching on EFL students' academic resilience, self-directed learning, and learners' autonomy. Front Psychol 2022; 13:981844. [PMID: 36544452 PMCID: PMC9760732 DOI: 10.3389/fpsyg.2022.981844] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/29/2022] [Accepted: 11/17/2022] [Indexed: 12/12/2022] Open
Abstract
Introduction This study attempted to investigate the impact of flipped teaching (FT) on EFL (English Foreign Language) students' academic resilience (AR), self-directed learning (SDL), and learners' autonomy (LA). Method To do this, the researcher selected 354 participants by the two-stage cluster sampling method. This research was quasi-experimental based on the pretest, and post-test, with experimental and control groups. Three questionnaires were administered to collect data. The questionnaires were analyzed using SPSS 24 software and inferred analysis of covariance (ANCOVA). Results The covariance study showed that FT significantly affected AR, SDL, and LA in learning with the help of the pre-test covariate variable (p<00.5). Also, the mean scores of students in the pre-test and post-test in the experimental group were significantly different. The mean scores of EFL students' AR, SDL, and LA were higher through FT. It is suggested that school principals provide the ground for teachers' participation in workshops on new teaching strategies so that teachers can benefit from new teaching approaches, including FT in the classroom. Discussion The study results showed that the mean AR of students in the experimental group's post-test compared to the pre-test in both groups has significantly increased. The research findings indicate a positive effect of the flipped class on the levels of SDL. Based on the results, the flipped lesson class approach significantly affected the LA of English language learners as a foreign language. The findings of this study confirm previous relevant studies on the impact of flipped course classes on the LA of English language learners as a foreign language.
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Yan Y, Gai X. High Achievers from Low Family Socioeconomic Status Families: Protective Factors for Academically Resilient Students. Int J Environ Res Public Health 2022; 19:ijerph192315882. [PMID: 36497953 PMCID: PMC9741340 DOI: 10.3390/ijerph192315882] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/04/2022] [Revised: 11/25/2022] [Accepted: 11/27/2022] [Indexed: 05/13/2023]
Abstract
Students with low family socioeconomic status (SES) often have lower academic achievement than their peers with high family SES, as has been widely demonstrated. Nevertheless, there is a group of students beating the odds and achieving academic excellence despite the socio-economic background of their families. The students who have the capacity to overcome adversities and achieve successful educational achievements are referred to as academically resilient students. This study's purpose was to identify the protective factors among academically resilient students. A total of 46,089 students from 303 primary schools in grade 6, 55,477 students from 256 junior high schools in grade 9, and 37,856 students from 66 high schools in grade 11 in a city in northeast China participated in the large-scale investigation. Students completed a structured questionnaire to report their demographic information, psychological characteristics, and three academic tests. A causal comparative research model was applied to determine significant protective factors associated with resilient students (referring to students are resilient if they are among the 25% most socio-economically disadvantaged students in their city but are able to achieve the top 25% or above in all three academic domains). Multivariable logistic regression analyses found that the intrinsic protective factors for resilient students included higher proportion of academic importance identity, higher proportion of achievement approaching motivation, longer-term future educational expectation, and more positive academic emotion compared with non-resilient students; the extrinsic protective factors included parents' higher proportion of positive expectations for their children' future development, as well as more harmonious peer and teacher-student relationships. The results of this study provide important targets for psychological intervention of disadvantaged students, and future intervention studies can increase their likelihood of becoming resilient students by improving their recognition of the importance of learning, stronger motivation for achievement approaching, longer-term expectations for future academic careers, and positive academic emotions and harmonious teacher-student relationships.
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Liu W, Gao Y, Gan L, Wu J. The Role of Chinese Language Learners' Academic Resilience and Mindfulness in Their Engagement. Front Psychol 2022; 13:916306. [PMID: 35719511 PMCID: PMC9201491 DOI: 10.3389/fpsyg.2022.916306] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/09/2022] [Accepted: 05/12/2022] [Indexed: 11/20/2022] Open
Abstract
One of the growing area of interest in the educational area is student engagement which is the major construct of positive psychology (PP) vital in growing energetic, innovative, and pleasurable learning, but unluckily, all students are not engaged in terms of cognition, emotion, and behavior in learning. Another concept in the PP literature is resilience which emphasizes institutes' and people's powers and self-constraint to conform to accidental conditions. Furthermore, mindfulness as a significant term in PP has critical benefits such as improving working memory, improving wellbeing, and lowering tension. Considering the importance of mindfulness and engagement in academic environments and that such a notion in foreign language learning is neglected, the current study attempts to inspect the effect of mindfulness and resilience on the engagement of Chinese foreign language students. To meet this objective, 1,693 EFL learners participated in this study. They responded to the mindfulness scale, resilience scale, and engagement questionnaire. Subsequently, the Spearman Rho test was exploited to shed light on probable relationships. The findings indicated that there was a significant correlation among the variable of the study. Moreover, a linear multiple regression analysis was run to examine the predictor roles of mindfulness and resilience in learners' engagement. The findings revealed that both mindfulness and resilience are positive and reliable predictors of engagement. In a nutshell, the central position of resilience and mindfulness in language learning was verified, and based on the findings; a few suggestions are made considering the results of the research.
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Affiliation(s)
- Wei Liu
- School of Foreign Languages, Hubei University of Education, Wuhan, China
| | - Yonggang Gao
- School of Foreign Languages, China University of Geosciences Wuhan, Wuhan, China
| | - Lu Gan
- School of Foreign Languages, China University of Geosciences Wuhan, Wuhan, China
| | - Jinwen Wu
- School of Foreign Languages, China University of Geosciences Wuhan, Wuhan, China
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Chen W, Lin Y, Yu X, Zheng W, Wu S, Huang M, Chen W, Zhou S. The Relationship between Bicultural Identity Integration, Self-Esteem, Academic Resilience, Interaction Anxiousness, and School Belonging among University Students with Vocational Qualifications. Int J Environ Res Public Health 2022; 19:ijerph19063632. [PMID: 35329316 PMCID: PMC8949423 DOI: 10.3390/ijerph19063632] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 01/23/2022] [Revised: 03/09/2022] [Accepted: 03/17/2022] [Indexed: 01/06/2023]
Abstract
Background: University students with a vocational pathway face greater cultural, psychological, cognitive, and behavioral challenges during the transition process than their counterparts with an academic route. Method: This study examined the predictive effect of bicultural identity integration, self-esteem, academic resilience, and interaction anxiousness on school belonging using a quantitative approach with 326 Chinese vocational pathway university student participants. Result: The participants had high levels of cultural adaptability, self-esteem, academic resilience, and school belonging, but they also displayed moderate interaction anxiousness. Bicultural identity integration (B = 0.24; p < 0.001), self-esteem (B = 0.35; p < 0.001), and academic resilience (B = 0.25; p < 0.001) significantly positively predicted school belonging, while interaction anxiousness (B = −0.17; p < 0.01) negatively predicted school belonging. Conclusions: Bicultural identity integration, self-esteem, academic resilience, and interaction anxiousness were crucial determinants of school belonging among Chinese university students with vocational qualifications. Effective measures should be initiated to boost their feelings of being recognized, respected, and connected to the university community.
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Affiliation(s)
- Wenxin Chen
- School of Education, South China Normal University, Guangzhou 510631, China; (W.C.); (X.Y.); (M.H.)
| | - Yi Lin
- Social Science Office, South China Normal University, Guangzhou 510631, China;
| | - Xiaoyan Yu
- School of Education, South China Normal University, Guangzhou 510631, China; (W.C.); (X.Y.); (M.H.)
| | - Wen Zheng
- School of Education, Huizhou University, Huizhou 516000, China;
| | - Shiyong Wu
- South China Vocational Education Research Centre, South China Normal University, Foshan 528225, China
- Correspondence: (S.W.); (W.C.)
| | - Mingxi Huang
- School of Education, South China Normal University, Guangzhou 510631, China; (W.C.); (X.Y.); (M.H.)
| | - Wei Chen
- School of Education, Huizhou University, Huizhou 516000, China;
- Correspondence: (S.W.); (W.C.)
| | - Shuyi Zhou
- Faculty of Foreign Language, Dongguan Science & Technology School, Dongguan 523470, China;
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Yang S, Wang W. The Role of Academic Resilience, Motivational Intensity and Their Relationship in EFL Learners' Academic Achievement. Front Psychol 2022; 12:823537. [PMID: 35153940 PMCID: PMC8826434 DOI: 10.3389/fpsyg.2021.823537] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/27/2021] [Accepted: 12/22/2021] [Indexed: 11/29/2022] Open
Abstract
The aim of developing academic resilience and motivational intensity, as two constructs of positive psychology, is to increase learners' capability to compete with each other even in adverse conditions. Different types of academic resilience are conceptualized and germane literature about the relationship between academic resilience and academic achievement is provided. Literature showed that some socio-affective factors (e.g. peer relations, parents' high expectations, teachers' attention, and kindness, etc.), socio-economic factors (e.g. the financial contribution of parents' to education, economic and social class level, etc.), and affective factors (e.g. anxiety, self-efficacy, motivation and so on) can influence learners' academic achievement and policy makers' decision in providing an appropriate context for learning. In the end, the pedagogical implications are expounded to foster the language learning quality and to develop a language educational system. Suggestions for further research are provided to develop the existent literature on the relationship between academic, motivational intensity, and learners' academic achievement.
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Affiliation(s)
- Shengli Yang
- School of Economics, Hebei University, Baoding, China
| | - Weirong Wang
- School of Economics, Hebei University, Baoding, China
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12
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Berdida DJE, Grande RAN. Quality of life and academic resilience of Filipino nursing students during the COVID-19 pandemic: a cross-sectional study. Int J Nurs Educ Scholarsh 2022; 18:ijnes-2021-0115. [PMID: 34995025 DOI: 10.1515/ijnes-2021-0115] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/27/2021] [Accepted: 12/21/2021] [Indexed: 11/15/2022]
Abstract
OBJECTIVES Studies on quality of life (QoL) and academic resilience among nursing students during the Coronavirus disease (COVID-19) pandemic remain underreported. This study investigated the relationship between nursing students' QoL and academic resilience and their predictors during the COVID-19 pandemic. METHODS A descriptive survey, cross-sectional study that used two self-reported questionnaire scales to evaluate the QoL and academic resilience of Filipino nursing students (n=924). Chi-squared test and multiple regression were used to analyze the data. RESULTS There was no significant association between the QoL and academic resilience to participants' profile variables. Gender and year level of nursing students were significant predictors of QoL and academic resilience. CONCLUSIONS Our study concludes that a better understanding of the QoL and academic resilience, which are two distinct concepts critical in developing a student's mental well-being, will help stakeholders in nursing education establish effective psychoeducation programs for nursing students.
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Affiliation(s)
| | - Rizal Angelo N Grande
- Mental Health Nursing Department, College of Nursing, University of Ha'il, Ha'il City, KSA.,College of Health Allied and Medical Professions, University of San Agustin, Iloilo City, Iloilo, Philippines
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13
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Selameab T, Mason MR. Addressing Workforce Disparities by Improving the Academic Resilience and Professionalism of Health Science Students Through Structured and Targeted Supports. Front Public Health 2021; 9:634548. [PMID: 34621714 PMCID: PMC8490653 DOI: 10.3389/fpubh.2021.634548] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/28/2020] [Accepted: 08/03/2021] [Indexed: 11/25/2022] Open
Abstract
Background: The undergraduate program in Public Health of Saint Catherine University is the second most popular major of the institution, drawing students from diverse racial, economic, cultural, and educational backgrounds. This has presented significant opportunities and challenges with regard to providing students and faculty with the needed academic and professional development to ensure graduates embody the skills needed for Public Health workforce of today. The objective of this study was to identify potential structured institutional supports to graduate Public Health professionals from diverse communities to advance health equity. A secondary objective was to determine whether the needed supports for Public Health students might differ from peers in other health programs, specifically Nursing. Methods: Using a mixed methods approach and a convenience sample, data were gathered from Public Health students, nursing students, faculty, and staff from November 2019 through July 2020. The survey assessed stress, grit, and demographic factors. Focus group topics included: academic resilience and professionalism, supports and gaps in the current institutional structure with respect to mitigating student stressors, and opportunities for programmatic solutions. Results: In total, 53 Public Health and 32 in Nursing students completed the survey. Nursing students tended to be farther along in their undergraduate careers, less likely to have failed a class, and more likely to have recently been laid off from a job. Public Health students reported more support from parents, but less support from friends and classmates than their Nursing peers. Most Nursing and Public Health students reported unmanaged stress, and similar average grit scores (3.51 vs. 3.41, p = 0.43), respectively. In focus groups, students described a series of stressors including working full time while attending school, family expectations, difficulty with time management, and learning how to acclimate to college norms. University staff and faculty identified financial pressures as a primary student stressor in addition to complex lives including managing family crises. Conclusions: Study findings are being used to identify or adapt professional development supports in undergraduate Public Health programs. Through supporting a diverse undergraduate student population in Public Health, a future workforce from communities most impacted by health disparities will emerge.
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Affiliation(s)
- Tehout Selameab
- Arcadia Research & Evaluation, Saint Paul, MN, United States
| | - Meghan R Mason
- Public Health Department, Henrietta Schmoll School of Health, Saint Catherine University, Saint Paul, MN, United States
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Abstract
Academic resilience refers to the ability to recover and achieve high academic outcomes despite environmental adversity in the academic setting. At the same time, self-determination theory (SDT) offers a human agency model to understand individuals' autonomy to achieve in various fields. The present longitudinal study explored the factors influencing resilience from the analytical framework of SDT to investigate how basic psychological needs strengthen students' resilience. A mediation model was proposed that resilience may mediate the relationship between basic psychological needs and academic performance. The results from 450 10th grade Chinese students showed that three basic psychological needs (i.e., autonomy, competence, and relatedness) facilitate academic resilience; academic resilience thus increases subsequent academic performance after controlling for previous test scores.
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Affiliation(s)
- Yuan Liu
- Faculty of Psychology, Southwest University, Chongqing, China.,Beijing Key Laboratory of Applied Experimental Psychology, School of Psychology, Beijing Normal University, Beijing, China
| | - Xiaoxing Huang
- Faculty of Psychology, Southwest University, Chongqing, China.,The People's Hospital of Guangxi Zhuang Autonomous Region, Guangxi, China
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Chisholm-Burns MA, Berg-Poppe P, Spivey CA, Karges-Brown J, Pithan A. Resilience and First-Year Pharmacy Students' Academic Performance in a Pharmacy Math Course. Am J Pharm Educ 2021; 85:8612. [PMID: 34615631 PMCID: PMC8500281 DOI: 10.5688/ajpe8612] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/22/2021] [Accepted: 04/23/2021] [Indexed: 06/13/2023]
Abstract
Objective. The purpose of this study was to examine the relationship between academic resilience and academic success in Doctor of Pharmacy (PharmD) students.Methods. A cross-sectional survey using the Academic Pharmacy Resilience Scale (APRS-16) was conducted in two cohorts of first year pharmacy (P1) students (n = 374) during fall orientation in 2019 and 2020. The following data were also collected from student records: demographics, pre-pharmacy grade point average (GPA), Pharmacy Math outcome (passing or failing the course), and Pharmacy Math final numerical grade. Academic success was defined as achieving a passing grade in a Pharmacy Math course. Correlational, multiple logistic regression, and multiple linear regression analysis were conducted.Results. The survey response rate was 98.1%, and approximately 95% of participants passed Pharmacy Math. No significant correlations were found between Pharmacy Math final pass/fail outcome or Pharmacy Math final numerical grade and APRS-16 overall and subscale scores. In multiple logistic regression, neither pre-pharmacy GPA nor APRS overall scale or subscale scores were significantly associated with final Pharmacy Math outcome (passing/failing). In multiple linear regression, pre-pharmacy GPA was significantly associated with Pharmacy Math final numerical grade, but APRS-16 overall score and subscale scores were not.Conclusion. First-year pharmacy students' performance in Pharmacy Math was not influenced by academic resilience. Studies like this one examining the relationship between pharmacy students' resilience and academic performance are lacking. Future studies should assess whether academic resilience may affect performance in other courses as well as performance in the PharmD curriculum.
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Affiliation(s)
| | - Patti Berg-Poppe
- University of South Dakota, School of Health Sciences, Vermillion, South Dakota
| | - Christina A Spivey
- University of Tennessee Health Science Center, College of Pharmacy, Memphis, Tennessee
| | - Joy Karges-Brown
- University of South Dakota, School of Health Sciences, Vermillion, South Dakota
| | - Anne Pithan
- University of South Dakota, School of Health Sciences, Vermillion, South Dakota
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16
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Romano L, Consiglio P, Angelini G, Fiorilli C. Between Academic Resilience and Burnout: The Moderating Role of Satisfaction on School Context Relationships. Eur J Investig Health Psychol Educ 2021; 11:770-780. [PMID: 34563068 PMCID: PMC8314378 DOI: 10.3390/ejihpe11030055] [Citation(s) in RCA: 15] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/10/2021] [Revised: 07/15/2021] [Accepted: 07/16/2021] [Indexed: 11/16/2022] Open
Abstract
School burnout is considered an extreme form of maladjustment that can seriously undermine the academic path of students who are affected. Previous studies have focused on possible protective factors, highlighting the role of academic resilience, i.e., the ability to overcome chronic adversity in the school setting. Notwithstanding this, it is equally important to explore the role of the classroom environment and the satisfaction felt by the student toward relationships with teachers and classmates. Therefore, the purpose of the present study was to examine the relationship between academic resilience and burnout and to explore the moderating role of relationship satisfaction with teachers and classmates. A sample of 576 Italian students (Female = 53.1%), aged 14-18 (M = 15.73, SD = 1.56) were involved in the study. Correlations and moderated regressions analyses were conducted to test the hypotheses. The results show academic resilience and satisfaction as inversely related to school burnout. Furthermore, the satisfaction on the relationships with classmates moderated the relation between academic resilience and burnout. Findings were discussed by highlighting the importance of promoting both individual and contextual factors to prevent burnout risk.
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Affiliation(s)
- Luciano Romano
- Department of Human Sciences, University of Rome LUMSA, 00193 Rome, Italy; (P.C.); (G.A.); (C.F.)
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Thorsen C, Yang Hansen K, Johansson S. The mechanisms of interest and perseverance in predicting achievement among academically resilient and non-resilient students: Evidence from Swedish longitudinal data. Br J Educ Psychol 2021; 91:1481-1497. [PMID: 34110002 DOI: 10.1111/bjep.12431] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/24/2020] [Revised: 03/23/2021] [Indexed: 11/30/2022]
Abstract
BACKGROUND Students with low socio-economic status (SES) are typically depicted as low performers and more likely to fail in school. However, a group of students, despite their background, manage to succeed in school. The capacity to overcome adversities and achieve successful educational outcomes is referred to as Academic Resilience. Research on the relationship between personality traits and academic performance shows that conscientiousness is a crucial factor in predicting academic success and resilience. However, it has also been shown that achievement is a result of an interaction between conscientiousness and students' interest in the subject. AIMS The study aims to investigate how students' school-related perseverance and interest predict academic achievement among resilient and non-resilient pupils over time in the Swedish compulsory school setting. SAMPLE Study subjects were a subset (N = 1,665) of the sampled compulsory school students from the 1992 birth cohort in the evaluation through follow-up (ETF) database. METHODS Multigroup structural equation modelling (SEM) with latent variable interaction was used. Measurement invariance was tested to examine the comparability of the constructs across groups. RESULTS The results suggest that resilient students rely heavily on both perseverance of effort and interest in school subjects to succeed in their education. For the non-resilient group, the later perseverance level was conditioned on the level of the interest, and neither their early nor later grade interest was related to their achievement. CONCLUSIONS The academically resilient students displayed more consistency in interest and perseverance over time, which might explain their relative success compared to the non-resilient group.
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Affiliation(s)
| | - Kajsa Yang Hansen
- University West, Trollhättan, Sweden.,University of Gothenburg, Sweden
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18
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Romano L, Angelini G, Consiglio P, Fiorilli C. Academic Resilience and Engagement in High School Students: The Mediating Role of Perceived Teacher Emotional Support. Eur J Investig Health Psychol Educ 2021; 11:334-344. [PMID: 34708833 PMCID: PMC8314367 DOI: 10.3390/ejihpe11020025] [Citation(s) in RCA: 14] [Impact Index Per Article: 4.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/16/2021] [Revised: 03/25/2021] [Accepted: 03/27/2021] [Indexed: 11/29/2022] Open
Abstract
Academic resilience is the ability to overcome setbacks and chronic difficulties in the academic context. Previous studies have found that resilient students tend to be more engaged in school than their counterparts. Nevertheless, it seems worth deepening the role of contextual factors, such as teacher emotional support and how students perceive it, as it could contribute to foster the abovementioned relationship. The present study aimed to examine the links between academic resilience, perceived teacher emotional support, and school engagement. Moreover, the mediating role of perceived teacher emotional support was investigated. A sample of 205 Italian high school students (58.5% female), aged 14–19 years (M = 16.15, SD = 1.59), completed self-report questionnaires on academic resilience, perceived teacher emotional support, and school engagement. A structural equation model (SEM) was used to test the mediation hypothesis. The results showed that academic resilience was associated with perceived teacher emotional support, and both of them were related to school engagement. Furthermore, perceived teacher emotional support partially mediated the relationship between academic resilience and school engagement. Findings were discussed by underlining the importance of fostering personal and contextual resources in the school context to promote students’ well-being.
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19
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Seçer İ, Ulaş S. The Mediator Role of Academic Resilience in the Relationship of Anxiety Sensitivity, Social and Adaptive Functioning, and School Refusal With School Attachment in High School Students. Front Psychol 2020; 11:557. [PMID: 32373002 PMCID: PMC7186501 DOI: 10.3389/fpsyg.2020.00557] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/16/2020] [Accepted: 03/09/2020] [Indexed: 11/13/2022] Open
Abstract
School has an important function in providing the environment for young people to acquire many skills and knowledge required by contemporary life, but the problems of attachment to school and problematic attendance all over the world reveal an increasing statistic. It is thought that some negative processes such as anxiety sensitivity, social and adaptive functioning, and school refusal can affect this problem. On the other hand, it is considered that the academic resilience of young people has an important protective function in terms of these risk factors. For this purpose, the mediator role of academic resilience between anxiety sensitivity, social and adaptive functioning, and school refusal and school attachment were examined in a Turkish sample of 452 high school students. In the process of data collection, the school refusal assessment scale, social and adaptive functioning scale, and academic resilience scale were adapted and used in the Turkish culture. In the data analysis, the structural equation model was used to determine the direct and indirect predictive effects between the variables. The results of the study showed that academic resilience fully mediated the relationship between anxiety sensitivity and school attachment, whereas it partially mediated the relationship between social and adaptive functioning and school refusal and school attachment. Based on the results of the study, it was evaluated that high academic resilience has a strong protective function against the problems of negative school attachment and problematic school absenteeism among young people, and this finding was discussed within the context of literature.
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Affiliation(s)
- İsmail Seçer
- Counseling and Guidance, Faculty of Education, Ataturk University, Erzurum, Turkey
| | - Sümeyye Ulaş
- Counseling and Guidance, School of Health, Gümüşhane University, Gümüşhane, Turkey
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Chisholm-Burns MA, Spivey CA, Sherwin E, Williams J, Phelps S. Development of an Instrument to Measure Academic Resilience Among Pharmacy Students. Am J Pharm Educ 2019; 83:6896. [PMID: 31507286 PMCID: PMC6718499 DOI: 10.5688/ajpe6896] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/30/2017] [Accepted: 03/01/2018] [Indexed: 05/11/2023]
Abstract
Objective. To develop a valid and reliable academic resilience scale for use in the didactic portion of the Doctor of Pharmacy curriculum to identify those pharmacy students who have greater capacity to overcome academic adversity. Methods. A cross-sectional survey was conducted among first-year, second-year, and third-year pharmacy students to assess psychometric properties of a 30-item adapted academic resilience scale. Data were also collected using the Short Grit Scale (Grit-S). Demographic characteristics were collected from student records. Exploratory factor analysis was applied to determine the number of underlying factors responsible for data covariation. Principal components analysis was used as the extraction method. Varimax rotation method was used, and the Cronbach alpha was estimated. Validity testing was conducted by calculating Pearson's r correlations between the adapted academic resilience scale and Grit-S. Results. The survey response rate was 84%. The final version of the scale, the Academic Pharmacy Resilience Scale (APRS-16), had four subscales and 16 items (14 items failed to load on any of the factors and were deleted). The Cronbach alpha was .84, indicating strong internal consistency. The APRS-16 and its subscales were significantly correlated to the Grit-S and its subscales, providing evidence of effective convergent validity. Conclusion. Evidence supports the reliability and validity of the APRS-16 as a measure of academic resilience in pharmacy students. Future studies should use the APRS-16 to investigate the relationship between academic resilience and performance outcomes among pharmacy students.
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Affiliation(s)
- Marie A Chisholm-Burns
- University of Tennessee Health Science Center College of Pharmacy, Memphis, Knoxville, and Nashville, Tennessee
| | - Christina A Spivey
- University of Tennessee Health Science Center College of Pharmacy, Memphis, Tennessee
| | - Erin Sherwin
- University of Tennessee Health Science Center College of Pharmacy, Memphis, Tennessee
| | - Jennifer Williams
- University of Tennessee Health Science Center College of Pharmacy, Memphis, Knoxville, and Nashville, Tennessee
| | - Stephanie Phelps
- University of Tennessee Health Science Center College of Pharmacy, Memphis, Knoxville, and Nashville, Tennessee
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21
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Li CC, Wei CF, Tung YY. [Development and Validation of the Academic Resilience Inventory for Nursing Students in Taiwan]. Hu Li Za Zhi 2017; 64:30-40. [PMID: 28948589 DOI: 10.6224/jn.000066] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Subscribe] [Scholar Register] [Indexed: 06/07/2023]
Abstract
BACKGROUND Failure to cope with learning pressures has been shown to influence the learning achievement and professional performance of nursing students. In order to enable nursing students to adapt successfully to their academic stress, it is essential to explore their academic resilience in the process of learning. PURPOSE To develop the Academic Resilience Inventory for Nursing Students (ARINS) and to test its reliability and validity. METHODS A total of 611 nursing students in central and southern Taiwan were recruited as participants. We divided the sample into two subsamples randomly using R software. The first sample was used to conduct item analysis and exploratory factor analysis. The other sample was used to conduct confirmatory factor analysis, cross validation, and criterion-related validity. RESULTS There are 15 items in the ARINS, with cognitive maturity, emotional regulation, and help-seeking behavior used as the measurement indicators of academic resilience in nursing students. The assessed goodness-of-fit index indicates that the model fit the data well based upon the CFA and has good convergent validity and discriminant validity. Criterion-related validity was supported by the correlation among ARINS, learning performance and attitude, hope and optimistic, and depression. CONCLUSIONS / IMPLICATIONS FOR PRACTICE The ARINS has good reliability and validation and is a suitable measure of academic resilience in nursing students. It is helpful for nursing students to examine their academic stress and coping efficacy in the learning process.
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Affiliation(s)
- Cheng-Chieh Li
- MS, Doctoral Candidate, Institute of Education, National Cheng Kung University, Taiwan, ROC
| | - Chi-Fang Wei
- PhD, RN, Assistant Professor, Department of Nursing, MeiHo University, Taiwan, ROC.
| | - Yuk-Ying Tung
- PhD, Professor, Institute of Education, National Cheng Kung University, Taiwan, ROC
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Abstract
Resilience is a psychological construct observed in some individuals that accounts for success despite adversity. Resilience reflects the ability to bounce back, to beat the odds and is considered an asset in human characteristic terms. Academic resilience contextualizes the resilience construct and reflects an increased likelihood of educational success despite adversity. The paper provides an account of the development of a new multidimensional construct measure of academic resilience. The 30 item Academic Resilience Scale (ARS-30) explores process—as opposed to outcome—aspects of resilience, providing a measure of academic resilience based on students’ specific adaptive cognitive-affective and behavioral responses to academic adversity. Findings from the study involving a sample of undergraduate students (N = 532) demonstrate that the ARS-30 has good internal reliability and construct validity. It is suggested that a measure such as the ARS-30, which is based on adaptive responses, aligns more closely with the conceptualisation of resilience and provides a valid construct measure of academic resilience relevant for research and practice in university student populations.
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Affiliation(s)
- Simon Cassidy
- Directorate of Psychology and Public Health, University of Salford Salford, UK
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Kuldas S, Hashim S, Ismail HN. Malaysian adolescent students' needs for enhancing thinking skills, counteracting risk factors and demonstrating academic resilience. Int J Adolesc Youth 2014; 20:32-47. [PMID: 25663734 PMCID: PMC4311956 DOI: 10.1080/02673843.2014.973890] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/09/2014] [Accepted: 10/03/2014] [Indexed: 11/17/2022] Open
Abstract
The adolescence period of life comes along with changes and challenges in terms of physical and cognitive development. In this hectic period, many adolescents may suffer more from various risk factors such as low socioeconomic status, substance abuse, sexual abuse and teenage pregnancy. Findings indicate that such disadvantaged backgrounds of Malaysian adolescent students lead to failure or underachievement in their academic performance. This narrative review scrutinises how some of these students are able to demonstrate academic resilience, which is satisfactory performance in cognitive or academic tasks in spite of their disadvantaged backgrounds. The review stresses the need for developing a caregiving relationship model for at-risk adolescent students in Malaysia. Such a model would allow educators to meet the students' needs for enhancing thinking skills, counteracting risk factors and demonstrating academic resilience.
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Affiliation(s)
- Seffetullah Kuldas
- School of Educational Studies, Universiti Sains Malaysia , 11800 Penang , Malaysia
| | - Shahabuddin Hashim
- School of Educational Studies, Universiti Sains Malaysia , 11800 Penang , Malaysia
| | - Hairul Nizam Ismail
- School of Educational Studies, Universiti Sains Malaysia , 11800 Penang , Malaysia
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