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Academic resilience and students' well-being

Studies with college students found that well-being (both hedonic and eudaimonic) is positively related to various positive academic outcomes, thus making students well-being the worthwhile research topic. Since students at the university face different difficulties and challenges, the main aim of this study was to assess to what extent academic resilience contribute to their well-being. Academic resilience is defined as a capacity to overcome acute and/or chronic adversity that is seen as a major threat to a student’s educational development (Martin, 2013). The sample comprised 168 first year female university students at the University of Zagreb. Several questionnaires were administered to assess academic resilience and well-being. The Academic Resilience Scale-30 (ARS-30) – as a measure of academic resilience, based on student responses to academic adversity, has three subscales: perseverance ; reflecting and adaptive-help-seeking and negative affect and emotional response (Casidy, 2016). Measures of well being included The Satisfaction With Life Scale (SWLS ; Diener, Emmons, Larsen, & Griffin, 1985), Academic Satisfaction Scale (Schmitt et al., 2008), Academic Flourishing Scale (Rijavec &Ljubin Golub, 2017) and School Burnout Inventory (SBI ; Salmela-Aro, Kiuru, Leskinen, & Nurmi, 2009) as an indicator of ill-being. Four linear hierarchical regression analyses were conducted with academic resilience variables as predictors and well-being variables as criteria variables. Academic resilience variables explained 5 to 31% of total varaince of well-being variables. Adaptive-help seeking was the only significant predictor of both life and academic satisfaction. The more students tend to seek help in the situations of academic failure, the higher is their hedonic well-being (in terms of both academic and life satisfaction). For eudaimonic well-being (academic flourishing) as well as burn-out the only significant predictor was negative affect and emotional response. The more students tend to towards negative affect and emotional response in the situations of academic failure, the lowere is their academic flourishing and higher burn-out. The results of the study point to the different importance that have the specific components of academic resilience for various types of well-being and the need for students education and training for increasing academic resilience and in turn their well-being.

Academic resilience, well-being, ill-being, students

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