Promoting academic satisfaction and performance: Building academic resilience through coping strategies

Abstract

The aim of this article is twofold: (a) to validate the psychometric properties of the Academic Resilience Scale (AR‐S) in a Spanish university context; and (b) to test a model where different coping strategies are antecedents of AR, and where academic satisfaction and performance are its consequences. The studies were conducted with 185 (study 1) and 780 (study 2) students. In study 1, the construct validity, reliability, and convergent and divergent validity of the AR‐S were analyzed. The hypothesized model (study 2) was tested using structural equation modeling. The results confirmed the good psychometric properties of the AR‐S in the Spanish context, providing evidence of its validity. Furthermore, the distinctive role of different coping strategies in resilience was confirmed, as well as the relationship between resilience and academic satisfaction. No direct relationship between resilience and performance was found, highlighting the full mediation of satisfaction.

An integrative process model of resilience in an academic context: Resilience resources, coping strategies, and positive adaptation

“…Previous research on university students shows similar findings; whereby academic resilience was positively related to problem-focused and positive coping styles, and negatively related to avoidant strategies [ 66 ]. However, Meneghel et al [ 66 ] found a negative relationship between socially-oriented coping strategies and academic resilience. This difference may be, in part, due to the difference in relative weightings of emotional versus instrumental strategies on the broad factor.…”

“…Firstly, resilience resources were positively related to positive thinking, problem-focusedcoping, and support-seeking, and negatively related to avoidant coping. Previous research on university students shows similar findings; whereby academic resilience was positively related to problem-focused and positive coping styles, and negatively related to avoidant strategies [66]. However, Meneghel et al [66] found a negative relationship between socially-oriented coping strategies and academic resilience.…”

Sense of Coherence, Burnout, and Work Engagement: The Moderating Effect of Coping in the Democratic Republic of Congo

“…The results are likely to be explained by the fact that, participants with a strong SOC, who apply positive coping strategies, such as seeking support and problem-focus, are more likely to COP with stressful work environment. In contrast, participants with low level of SOC, are likely to experience threating situations, as they usually perceived stressors as a threat [43,44].…”

“…Coping strategies have been increasingly researched by scientific scholar during the past decade as important resources in challenging life situations [43]. To comprehend how people positively face adversity is crucial and important to know the factors that may contribute to or promote resilience [44]. Coping has been described as a person's efforts to alleviate, reduce, or manage menacing events that are appraised as challenging or stressful [45].…”

“…Thus, Rodrigues et al [57] found that coping and stress appraisals do not seem to predict work engagement. Although some authors argue that COP and SOC constructs are likely to reduce individual level of stress [44]. Furthermore, Basson and Rothmann [58] found that both SOC and COP predicted emotional exhaustion, depersonalisation, and personal accomplishment (BO).…”