Resiliencia académica, rendimiento e intención de abandono en estudiantes universitarios de Quito / Academic resilience, performance and intention to drop out in university students in Quito / Resiliência académica, desempenho e intenção de desistir entre os estudantes universitários em Quito

(analítico) La resiliencia académica es la capacidad para responder adaptativamente a las adversidades del proceso educativo y superarlas exitosamente. Este estudio explora los efectos de la resiliencia académica en una muestra de estudiantes de psicología (N = 550) de Quito, Ecuador. Los resultados de los análisis de regresión evidencian que la resiliencia se relaciona positivamente con el rendimiento académico y negativamente con la intención de abandonar los estudios universitarios. Respecto a las dimensiones de resiliencia académica (perseverancia, reflexión y búsqueda adaptativa de ayuda, así como afecto negativo y respuesta emocional), estas presentan un patrón de influencia diferenciado sobre el rendimiento y la intención de abandono. Asimismo, los efectos favorables de la resiliencia son mayores para los estudiantes que cursan niveles iniciales de carrera y se reducen en los estudiantes de niveles superiores.

(analytical) Academic resilience is the individual ability to respond adaptively to the adversities of the educational process and overcome them successfully. This study explores the effects of academic resilience in a sample of Psychology students (N=550) from Quito-Ecuador. The results of regression analyses show that resilience is positively related to academic performance and negatively related to the intention to drop out of university studies. Regarding the dimensions of academic resilience: a) perseverance, b) reflecting and adaptive help-seeking, and c) negative affect and emotional response, these present a pattern of differentiated influence on performance and dropout intention. Likewise, the favorable effects of resilience are greater for students at initial levels of career, and are reduced for students at higher levels.

(analítico) A resiliência acadêmica é a capacidade de responder de forma adaptativa às adversidades do processo educacional e superálas com sucesso. Este estudo explora os efeitos da resiliência acadêmica em uma amostra de estudantes de psicologia (N=550) de Quito-Equador. Os resultados das análises de regressão mostram que a resiliência está positivamente relacionada ao desempenho acadêmico e negativamente relacionada à intenção de abandonar os estudos universitários. Relativamente às dimensões da resiliência académica: a) perseverança, b) reflexão e procura adaptativa de ajuda, e c) afeto negativo e resposta emocional, apresentam um padrão diferenciado de influência no desempenho e na intenção de abandono. Da mesma forma, os efeitos favoráveis da resiliência são maiores para alunos que cursam níveis iniciais do curso e são reduzidos em alunos de níveis superiores.

Cognitive Ability In Relation To Academic Resilience And Self- Regulation Of School Students In Punjab

The study was conducted to explore the cognitive ability in relation to academic resilience and self-regulation among school students. The study was conducted on 100 school students from Patiala. Cognitive Ability Scale (Gupta and Lakhani, 2018), Academic Resilience Scale (Mallick and Kaur, 2015) and Self-Regulation Scale (Erickson et al., 2015) were used for data collection. The results indicated significant relationship between cognitive ability and academic resilience of school students. It was also found that a significant relationship exists between cognitive ability and self- regulation of school students.

Resiliencia académica: la influencia del esfuerzo, las expectativas y el autoconcepto académico / Academic resilience: The influence of academic effort, expectations, and self-concept

Resumen Introducción: La resiliencia académica consiste en obtener altas calificaciones a pesar de hallarse en una desventaja socioeconómica. En el presente estudio se observó si el esfuerzo, las expectativas y el autoconcepto académicos forman parte de la resiliencia académica o estarían explicando un buen rendimiento académico en general. Método: Los participantes, una población de 7479 adolescentes españoles (M = 13.87; DT = 0.82), fueron divididos en cuatro grupos según el rendimiento académico (Bueno-Malo) y el nivel socioeconómico (Clase alta-Clase baja). Se realizaron análisis de diferencias y regresiones logísticas binarias para detectar cuál de las variables empleadas explicaba el rendimiento académico en los grupos de igual nivel socioeconómico. También se estudió si el sexo influía en la pertenencia a los grupos de buen rendimiento. Resultados: Se observaron diferencias en el esfuerzo, las expectativas y el autoconcepto académicos en función de los cuatro grupos creados; los grupos de buen rendimiento académico obtuvieron puntuaciones más altas independientemente del nivel socioeconómico. Se observó que las expectativas y el autoconcepto académicos explicaban gran parte del rendimiento académico. Se detectó una tasa de mujeres significativamente más alta con relación a la de hombres en los grupos de mayor rendimiento. Conclusiones: Muchas variables, que se han considerado propias de los alumnos académicamente resilientes, explican un buen rendimiento académico, en general, independientemente del nivel socioeconómico.

Abstract Introduction: Academic resilience is defined as getting high marks despite being at a socioeconomic disadvantage. In the present study, it was observed whether Academic Effort, Expectations and Self-Concept are part of academic resilience or would be explaining a good academic performance in general. Method: The participants, a population of 7479 Spanish adolescents (M = 13.87; SD = 0.82), were divided into four groups according to academic performance (Good-Bad) and socioeconomic level (Upper class-Lower class). Analysis of differences and binary logistic regressions were performed to detect which of the variables used explained the academic performance in the groups of the same socioeconomic level. It was also studied whether sex influenced membership in the good performance groups. Results: Differences in Academic Effort, Expectations and Self-concept were found according to the four groups created; the groups with good academic performance obtained higher scores regardless of socioeconomic level. Expectations and academic self-concept were found to explain much of academic performance. A significantly higher rate of women than men was found in higher performance groups. Conclusions: Many variables that have been considered typical of academically resilient students explain good academic performance in general, regardless of socioeconomic status.

The relationships between academic resilience and burnout for medical college students in ESP study / 中华医学教育探索杂志

Objective To probe the conditions of medical students' academic resilience and burnout and their relationship with each other,the paper aims to account for the reform of medical ESP teaching.Methods Revised versions of academic resilience scale and burnout Sscale were used to test 675 medical students and SPSS 16.0 was adopted to analyze the data by statistical description,t-test,F-test,correlation analysis and multiple regression analysis.Results 1) The general average score of academic resilience for medical ESP study was (2.67 ± 0.63),lower than the theoretical mean.A statistically significant difference was observed in gender (t=3.21,P＜0.05),and LSD test showed nursing majors＞pharmacy majors＞clinical majors (F--4.15,P＜0.05).2) The general average score of burnout was (3.33 ± 0.73),higher than the theoretical mean.A statistically significant difference was observed in gender (t=-4.40,P＜0.01).LSD test showd clinical majors＞pharmacy majors＞nursing majors (F=4.05,P＜0.05).3) There is a significant negative correlation between academic resilience,academic burnout and its factors.The academic resilience and the factors (self-efficacy,academic persistence,self-acceptance,perceiving support and society support) can predict the burnout in the negative way (F=21.85,P＜0.01).Conclusions Medical students have lower level of academic resilience and higher burnout in ESP study.The medical ESP teaching should set out from the students'need,pay attention to classified and level-based cultivation to improve academic resilience while reducing burnout by enhancing self-efficacy and persistence as well as positively seeking the support of the society.

Mecanismos promotores e dificultadores da resiliência acadêmica: concepção de profissionais da educação / Promoting and challenging mechanisms of academic resilience: conception of education professionals / Mecanismos promotores y dificultadores de la resiliencia académica: percepción de profesionales de la educación / Mécanismes promotionnels et de remise en cause de la résilience académique: conception des professionnels de l'éducation

O objetivo deste estudo, de natureza exploratória e descritiva, foi analisar a percepção de dez profissionais da educação sobre mecanismos promotores e fatores que dificultam a resiliência acadêmica no ensino fundamental. As informações foram obtidas utilizando-se um questionário. A análise dos dados foi pautada na abordagem qualitativa proposta por Bardin. Os resultados foram: a) mecanismos de proteção: diálogo, trabalho junto a órgãos de proteção, participação dos pais, inserção de um psicólogo no ambiente escolar; b) fatores de risco: problemas familiares, violência, questões financeiras, falta de amor à profissão e ao aluno. A escola estudada pode ser caracterizada como resiliente, reflexiva e dinâmica.

The purpose of this exploratory and descriptive study was to analyze the perception of ten educational professionals about mechanisms that promote and obstruct academic resilience in elementary education. The information was obtained using a questionnaire. Data analysis was based on the qualitative approach proposed by Bardin. The results were: a) protection mechanisms: dialogue, work with protection agencies, parental participation, insertion of a psychologist in the school environment; b) risk factors: family problems, violence, financial issues, lack of love for the profession and the student. The school studied can be characterized as resilient, reflexive and dynamic.

El objetivo de este estudio, de naturaleza exploratoria y descriptiva, fue analizar la percepción de diez profesionales de la educación bajo mecanismos promotores y factores que dificultan la resiliencia académica en la enseñanza primaria. Las informaciones fueron obtenidas utilizando un cuestionario. El análisis de los datos fue basado en el enfoque cualitativo propuesto por Bardin. Los resultados fueron: a) mecanismos de protección: dialogo, trabajo junto a órganos de protección, participación de los padres, presencia de un psicólogo en el ambiente escolar; b) factores de riesgo: problemas familiares, violencia, cuestiones financieras, falta de amor a la profesión y al alumno. La escuela estudiada puede ser caracterizada como resiliente, reflexiva y dinámica.

Le but de cette étude exploratoire et descriptive a été d'analyser la perception de dix professionnels de l'éducation sur les mécanismes qui favorisent et entravent la résilience scolaire dans l'enseignement élémentaire. Les informations ont été obtenues à l'aide d'un questionnaire. L'analyse des données a été basée sur l'approche qualitative proposée par Bardin. Les résultats ont été les suivants: a) mécanismes de protection: dialogue, travail avec les agences de protection, participation des parents, insertion d'un psychologue dans l'environnement scolaire; b) facteurs de risque: problèmes familiaux, violence, problèmes financiers, manque d'amour pour le métier et pour les étudiants. L'école étudiée peut être caractérisée comme résilient, réflexive et dynamique.

Effect of Compassion Focused Therapy (CFT) on level of Depression and Self- compassion

Background and Objectives: Urban adolescents in the Indian society are exposed to numerous-emotionalissues due to changing socio-economic environment evolving in the urban middle class and lower middleclass societies across the country. This is compounded by the severe competitive ferocity to build theirlivelihood on the basis of academic performance. Performance in academic evaluations in the adolescentperiod forms the basis of entry into professional and vocational programs leading to a career choice. Whilesome students cope with the adversities with fortitude, many students do not have the necessary coping skillsto overcome adversities. Academic resilience is the ability to overcome psychological pressure imposed bysocio-economic adversities and yet perform well in the academic evaluations. This variation in academicresilience determines who continue to thrive despite adversities and those who fall be the way side.Accordingly, there is a need not just to enhance the scholastic skills in adolescents but also work on theiracademic resilience through appropriate counselling methodologies. The objective of this study is to analysethe nature of relationship between academic resilient traits and their actual performance in scholastic tests.The study is carried out in a sample of high school students studying in Public school and come from lowsocio-economic background. This profile of students is highly susceptible to stressful conditions coupledwith low societal support mechanisms to overcome them.Methods: The resilience and scholastic performance are measured using appropriate inventories backed bysecondary data on their school marks. The data has been subjected to statistical analysis to understand thenature of relationship between the variables.Results: The study reveals that there is a significant correlation between level of resilience and the scholasticperformance of students after eliminating the outliers. There is no significant difference between girls andboys with respect their scholastic abilities as well as their resilience attributes. The study reveals that earlyadolescents are less resilient compared to late adolescents. A phenomenological study of the outliers revealsthe impact of environmental protective factors and innate scholastic abilities on their scholastic performance.Conclusion: Based on the outcome of the studies, appropriate counselling interventions can be developedto enhance the resilience capabilities & scholastic skills of adolescents so that their academic performancemay be enhanced leading to their ability to pursue the career of their choice and their capabilities.

Impact of positive teacher-student interactions on academic resilience in adolescents from the lower socio-economic strata

Background: As students spend a third of their time in classrooms interacting with teachers, thisqualitative study sought to understand the role of teacher-student relationship in the students’ subjectiveconstruction of academic resilience.Methods: Individual interviews were conducted with seven at-risk students preparing for the IIT (IndianInstitute of Technology) examination through the “Super30” coaching programme, which resembles thetraditional “Gurukula” system of learning in that the student (or “Shishya”) stays with the teacher duringthe preparatory period.Results: Findings showed that Turnaround Teachers engaged in democratic, identity-affirming and virtueprioritizing messages to promote academic excellence in at-risk students. It also brought to light the bidirectional, deeply caring relationships that were at the centre of these interactions. High expectations ofteachers as well as appropriate limit setting interventions played a significant role in strengthening sociallyoriented achievement motivation in students coming from collectivistic cultures.Conclusion:Findings emphasize the urgent need to strengthen these accessible protective forces by offeringnecessary educational interventions so that academic success becomes a reality for every child, regardlessof external resources.

Academic resilience among selected students of the School of Health Sciences- Baler, Philippines

@#<p style="text-align: justify;"><strong>BACKGROUND</strong>: Since 1976, the School of Health Sciences (SHS) in the Philippines has produced a broad range of health professionals serving depressed and underserved communities. Most researches about the SHS present the impact of its unique community-based ladder-type curriculum and only a few focus on the lived experiences of its students.<br /><br /><strong>OBJECTIVES</strong>: This study described how the lived experiences of SHS students with their community-based curriculum manifested as academic resilience.<br /><br /><strong>METHODOLOGY</strong>: This is an exploratory social research. Data were obtained from key informant and focus group interviews, observations of purposively chosen students, teachers, and alumni in Baler Campus, and document review. Data were analyzed using iterative terms and concepts describing respondents' patterns of activities that establish norms in SHS. Joint displays of these norms were constructed to describe the students' academic resilience.<br /><br /><strong>RESULTS</strong>: Admission in SHS requires students to undergo a stringent, often political recruitment process. While in the degree program, students go through constant financial constraints, demanding academic requirements, and challenging balance of hospital and community work with their personal and academic lives. The interplay between inner strength and external support promoted academic resilience. Studying in the SHS is a transformative learning experience. Students experienced multi-faceted problems requiring them to resiliently meet academic standards and maintain their own well-being. The culture of 'damayan' was an important source of psychosocial support.<br /><br /><strong>CONCLUSION</strong>: The SHS curriculum and culture are most instrumental in promoting academic resilience among its students.</p>

Effects of Academic Resilience and Interpersonal Competence on the Happiness of Nursing Students / 의학교육논단

The purpose of this study was to investigate the effects of academic resilience and interpersonal competence on the happiness of nursing students. A descriptive design was used to study 158 nursing students in nursing school through convenience sampling. IBM SPSS ver. 23.0 (IBM Corp., Armonk, NY, USA) was used to analyze data for descriptive statistics, t-test, analysis of variance, Tukey post hoc test, Pearson's correlations, and multiple regressions. The results showed that the level of nursing students' happiness was lower than that of college students in other majors, but academic resilience and interpersonal competence among nursing students were relatively high. Nursing students' happiness was positively correlated with academic resilience and interpersonal competence. The factors affecting happiness were academic resilience (β=0.459, p < 0.001), satisfaction with major (β=0.272, p=0.006), perceived subjective health status (β=0.223, p=0.013), and interpersonal competence (β=0.185, p=0.003). Explained variance for happiness was 56.4%, and academic resilience was the most influential factor in the happiness of nursing students. Nursing students are caring human beings and should be able to pursue a happy life; therefore, it is necessary to improve satisfaction levels with the nursing major, guide students to excel in their academic achievement, prepare health education programs, and design curriculum that inspires confidence in interpersonal relationships.

The Effect of Academic Stress and the Moderating Effects of Academic Resilience on Nursing Students' Depression / 한국간호교육학회지

PURPOSE: The purpose of this study was to identify the impact of academic stress on depression suffered by college nursing students and the moderating effects of academic resilience. METHODS: For this survey, 257 students (1st and 2nd year) participated, and it was performed over two weeks in September 2014. In this study, statistical analysis was conducted using SPSS 18.0 for Windows and as a t-test, ANOVA, Pearson correlation, and multiple regression analysis. RESULTS: The students' academic stress had a significant impact on their depression (beta=.279). The moderating effects of academic resilience did not have a significant impact, which is presumably as a result of there being more complex, nonlinear effects, rather than a simple, linear relationship between academic stress and resilience. CONCLUSION: It may be incorrect to assume that academic resilience is a moderating variable that lessens academic stress. It is implied that academic resilience can have a significant impact when internal and external support conditions are met, and that the effects can be reinforced when family support, a learning environment, and improved adaptability to life at school are also provided.