Social-Ecological measure of resilience: an adapted measure forPersian-speaking university students

Abstract

Background: There is no validated instrument for Persian-speaking students to apply the social ecological resilience theory (SERT), which emphasizes the ecological resources for developing resilience. The study aimed at developing the student social-ecological resilience measure(Student-SERM) in Iran’s context. Methods: Three separate samples of undergraduates participated in this mixed-methods research from the University of Tehran, Iran. Phase-1 qualitatively explored the resilience features in the university setting, to devise the university-specific subscale (USS). Phase-2piloted the construct validity and reliability of the Student-SERM in 242 undergraduates, who also completed Depression, Anxiety, and Stress Scale (DASS-21). Phase-3, as a cross-validation study, investigated 487 undergraduates, who completed the refined Student-SERM, HospitalAnxiety and Depression Scale (HADS), and three indices screening academic performance, loneliness, and suicide acceptability. Exploratory factor analysis (EFA) and confirmatory factor analysis (CFA), Pearson’s correlation, and Cronbach’s alpha were performed. Results: Phase-1 yielded nine items for USS. In phase-2, EFA indicated the construct validity of the main 20-item measure (RMSEA=0.06 and SRMR=0.04) and the nine-item USS (RMSEA=0.07and SRMR =0.04), and the reliability and convergent/divergent validity were confirmed. In phase-3, EFA (RMSEA=0.07 and SRMR=0.04) and CFA (RMSEA=0.07, CFI=0.89, TLI=0.87,and SRMR=0.07) in two separate subsamples and CFA (RMSEA=0.06, CFI=0.92, TLI=0.90,and SRMR=0.06) in the total sample indicated the construct validity of the refined StudentSERM, including family, peer, culture, growth, and USS subscales. The reliability and convergent/divergent validity were also reconfirmed. Conclusion: The Student-SERM incorporates ecological resources, accounting for the students’resilience. Since the resilience process involves a return to healthy functioning after adversity, further research can examine the application of Student-SERM in high-risk student populations.

Psychometric properties of an Arabic translation of the 10-item Connor-Davidson resilience scale (CD-RISC-10), the 8- and 10-item post-traumatic growth inventory-short form (PTGI-SF) scales

“…Further research needs to address other psychometric properties of the scales, namely test-retest reliability, convergent and divergent validity, as well as content and criterion-validity (predictive validity). Finally, there is a need to validate further measures that apply the social-ecological resilience theory, and account, therefore, for complex linkages of individuals, families, communities, and the cultural environment in fostering resilience (such as the student social-ecological resilience measure (Student-SERM) [ 106 ]).…”

Life, Trauma, and Growth in Adult Female Survivors of Bam Earthquake: The Phenomenology of 16-Year Post-Earthquake Lived Experience

“…Recent studies on Iranian earthquake victims have also indicated that, especially in ten days after the earthquake, the main health needs of earthquake victims were a healthy environment, mental health, and mother and infant and child health, as well as health care requirements such as eld hospital, medicine, and epidemic diseases (Peyravi, Ahmadi Marzaleh, & Khorram-Manesh, 2019). Furthermore, more recent studies on resilience also indicate that environmental and social factors, in addition to personal traits, play a key role in recovering the injured person and his growth, especially in younger ages (Amini-Tehrani et al, 2020;Ungar, Ghazinour, & Richter, 2013). The loss of facilities, as one dimension of socioeconomic insecurity in the post-earthquake period, is common in Iran (Forouzan et al, 2013).…”

Measuring Resilience in the Context of Conflict-Related Sexual Violence: A Novel Application of the Adult Resilience Measure (ARM)

“…We accordingly revisited the factor structure of the ARM through EFA to determine a better-fitting model. We chose to use EFA (rather than principal component analysis) to identify the underlying dimensions of the measure (for other examples of EFAs applied to the CYRM/ARM, see Robinson et al, 2016 ; Amini-Tehrani et al, 2020 ; Kaunda-Khangamwa et al, 2020 ). While similar to principal component analysis (PCA), EFA is widely considered as the appropriate approach when investigating the dimensionality of social and psychological constructs because, unlike PCA, it takes account of measurement error and shared variance ( Brown, 2006 ).…”