Prediction of academic resilience in adolescents through academic, social and emotional self-efficacy and gender

Uygur, Sevgi; Asici, Esra; Kocer, Merve

doi:10.5937/istrped2301251u

Cited by 2 publications

(2 citation statements)

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“…The ability to remain focused and persistent in one's studies are essential components of academic resilience. Uygur, Asici 32 came to a similar conclusion and pointed out that the parenting style of an adolescent is a significant factor in their sense of self-efficacy, which in turn influences their academic resilience. According to the perspectives presented above, self-efficacy may indirectly influence parenting style, which could be associated with adolescents' academic resilience.…”

Section: Academic Motivationmentioning

confidence: 76%

“…Relevant research has revealed that parenting style has a correlation with academic resilience 32 . The parenting styles of the students' parents as well as the connections made throughout infancy and adolescence may still have a correlation with their academic resilience even after they have attained a certain amount of independence and autonomy at the university level.…”

Section: Academic Motivationmentioning

confidence: 99%

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Academic resilience, self-efficacy, and motivation: the role of parenting style

Shengyao,

Salarzadeh Jenatabadi,

Mengshi

et al. 2024

Sci Rep

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Previous research has found that parenting style influences academic resilience. Nonetheless, few studies have focused on the mechanism underlying the relationship between parenting style and academic resilience. This study aims to examine the relationship between adolescents' parenting style and academic resilience, drawing upon the framework of Social Cognitive Theory. Specifically, it wants to explore the mediating roles of self-efficacy and academic motivation in this relationship. The participants were 518 students chosen at random from educational institutions in the Chinese provinces of Zhejiang, Shanghai, and Jiangsu. Social Cognitive Theory was the theoretical foundation for the study, and the Parental Authority Questionnaire was used to measure parenting style. Out of the respondents, 55.5% were male and 45.5% female. The student allocation in the study sample was as follows: 62.34% undergraduate, 28.22% master’s, and 9.44% PhD. More than 60% of participants were over 25 years old. Moreover, the findings revealed that parenting style was directly and positively related to academic resilience. Parenting style was also found to be indirectly and positively related to academic resilience via self-efficacy and academic motivation, respectively, and sequentially. More crucially, it was discovered that the direct association was far lower than the indirect effects, with self-efficacy being the most effective. The study indicates a relationship between parenting style and academic resilience in adolescents, with self-efficacy and academic motivation acting as the main mediators. These findings emphasize the significance of these intermediary elements, implying that they play a larger role than the direct influence of parenting style alone.

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Section: Academic Motivationmentioning

confidence: 76%

Section: Academic Motivationmentioning

confidence: 99%

Academic resilience, self-efficacy, and motivation: the role of parenting style

Shengyao,

Salarzadeh Jenatabadi,

Mengshi

et al. 2024

Sci Rep

View full text Add to dashboard Cite

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The Influence of Gender on Academic Performance and Psychological Resilience, and the Relationship Between Both: Understanding the Differences Through Gender Stereotypes

Vera Gil

2024

Trends in Psychol.

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Numerous studies have shown that psychological resilience is a key capability for students to succeed in an academic setting, but few of them have analyzed this connection from the perspective of gender. With the hypothesis that resilience and academic performance correlations are displayed differently across genders, we used the RESI-M questionnaire and academic grades to analyze this assumption. The results showed that there are gender differences in terms of the relationship between psychological resilience and academic performance. While we found that for women some factors of psychological resilience did correlate with their grades, no relationship between any of the factors and academic performance was found in men. As gender theory has claimed, men and women show differences in their behavior due to gender socialization and through the influence of gender stereotypes. Concerning these differences, our results demonstrate that while women make use of their resilience capacity in the form of planning skills and social support to perform better in higher education, men do not. Using our theoretical framework, these results are consistent with how women are socialized to make more effort in the academic setting. Men, on the other hand, tend to be less involved, since trying academically would make them “less of a man”. These results have some important implications for gender equality.

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Prediction of academic resilience in adolescents through academic, social and emotional self-efficacy and gender

Cited by 2 publications

References 84 publications

Academic resilience, self-efficacy, and motivation: the role of parenting style

Academic resilience, self-efficacy, and motivation: the role of parenting style

The Influence of Gender on Academic Performance and Psychological Resilience, and the Relationship Between Both: Understanding the Differences Through Gender Stereotypes

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