The Impact Of Cognitive Skills And Resilience In Social Education Students’ Profile

Abstract

Cognition and resilience in higher education students as a research theme emerges from the necessity of developing knowledge about possible associations or links between the capacity to adapt cognitive development in a stage full of challenges such as higher education. The aim of the present study is to explore the association between resilience and cognitive development in a sample of Portuguese Social Education students in order to reflect on the impact of personal cognitive characteristics related to academic and professional adjustment. This is a quantitative ex-post-facto study, with a convenience sample of 135 students of the three years of Social Education degree (age, 23.01±7.10). The Portuguese version of Parker Cognitive Development Inventory, Resilience Scale and a social demographic questionnaire were used to collect data. We used the SPSS-24 for the non-parametric analyses with p≤.05.A moderate level of resilience (mean of 139.71±17.41) and higher levels of relativism and commitment to dualism were observed. Positive and significant Spearman correlations (.28 ≥ rho≤.40) were found between levels of relativism and commitment and in all subscales of resilience, except optimism scale (p≤001), that showed correlation (rho=.19) with dualism (p=.03). There is a dearth of literature on cognition and resilience, and much more can be learned about the role of both in higher education, leading us to these questions: Do cognitive skills promote resilience or only influence the perception of it? What's the impact of promoting them in the skill profile of the Social Educator?