Bengali Translation and Validation of Academic Resilience Scale in Bangladeshi School-going Students

Abstract

Introduction: This study aimed to translate and validate the Academic Resilience Scale (ARS) for use among Bangladeshi school students in Bengali. The ARS, developed by Martin and Marsh, measures students' ability to cope with academic challenges. This study addresses the gap in validated Bengali instruments for assessing academic resilience. Materials and Methods: A cross-sectional design study involving 234 students aged 12-18 years from two schools in Dhaka, Bangladesh, was used. The ARS underwent a rigorous translation process, which included two forward translations, two back translations, and comparisons of the original and translated versions. The data collected were collected by administering both the original and translated ARSs, with a one-week interval between administrations. Analysis was conducted using SPSS 29.0, employing descriptive statistics, Pearson correlations, Cronbach’s alpha, and independent sample t-tests. Results: Descriptive statistics revealed mean scores for the original ARS (M = 23.78, SD = 7.456) and the translated ARS (M = 23.77, SD = 7.516), indicating similar levels of academic resilience. Pearson correlations between the original and translated items ranged from .909 to .941 (p < .01). Cronbach’s alpha was 0.747 for the original scale and 0.754 for the translated ARS, demonstrating acceptable reliability. No significant sex differences in resilience scores were found for either version. Conclusion: The Bengali-translated ARS is a reliable and valid tool for measuring academic resilience among Bangladeshi students. This validated scale offers a valuable resource for future research and interventions aimed at improving academic resilience. Future studies should address limitations and explore resilience factors in diverse contexts.