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Article
Publication date: 9 October 2023

Edem Maxwell Azila-Gbettor

The paper aims to propose a mediation moderated model to examine the influence of academic reliance on students' intellectual engagement.

Abstract

Purpose

The paper aims to propose a mediation moderated model to examine the influence of academic reliance on students' intellectual engagement.

Design/methodology/approach

Four hundred and seventy-one respondents who completed a self-reported questionnaire were chosen to participate in the study using a convenient sampling technique. The hypotheses were tested using PLSc.

Findings

Findings from the study reveal academic resilience and academic diligence positively predicts students' intellectual engagement. Academic diligence positively predicts students' intellectual engagement and further mediates the effect of academic resilience on intellectual engagement. Finally, learning support positively predicts intellectual engagement and further moderates the effect of the association between academic resilience and academic diligence on intellectual engagement.

Practical implications

This research shows that higher education administrators must establish effective and efficient policies that integrate students' academic resilience, academic diligence and learning assistance.

Originality/value

This paper is amongst the first to have tested a model including resilience, academic diligence, intellectual engagement and learning support in a university setup from a developing country perspective.

Details

Journal of Applied Research in Higher Education, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2050-7003

Keywords

Book part
Publication date: 11 December 2023

Kula A. Francis and Kenny A. Hendrickson

This chapter presents a research study that examined post-disaster authentic university academic care resilience (PAUACR) at a Historically Black College and University (HBCU)…

Abstract

This chapter presents a research study that examined post-disaster authentic university academic care resilience (PAUACR) at a Historically Black College and University (HBCU). PAUACR is a university’s and its students’ capacity to bounce back from post-disaster educational challenges. PAUACR requires a strong caring response and authentic academic care environments. For the University of the Virgin Islands (UVI), PAUACR following Hurricanes Irma and Maria was crucial to ensure students successfully completed the academic year. To assess UVI’s PAUACR, this study utilized a caring about academic caregiving inventory (CAACI). This 49-item instrument was used to gain students’ discernment of post-disaster authentic university academic care (PAUAC). The research employed a cross-sectional exploratory survey research design. The empirical analysis found associations between the structural workings of UVI’s academic caregiving in the aftermath of hurricanes Irma and Maria. These findings offer distinctive indicators of UVI’s PAUACR. Along with the findings, this chapter offers practical lessons of academic resilience drawn from the experience of conducting post-disaster research.

Details

Higher Education in Emergencies: Best Practices and Benchmarking
Type: Book
ISBN: 978-1-80117-379-7

Keywords

Article
Publication date: 15 November 2021

Afsaneh Ghanizadeh

The major purpose of the present study is to investigate the contribution of academic resilience in accounting for two motivational and attitudinal constructs ? Grit and positive…

Abstract

Purpose

The major purpose of the present study is to investigate the contribution of academic resilience in accounting for two motivational and attitudinal constructs ? Grit and positive orientation and also probe the predictive power of all these constructs in academic achievement of university students in the midst of the pandemic COVID-19.

Design/methodology/approach

521 university students participated in an online survey. To measure academic resilience, a scale designed and validated by Kim and Kim (2016) comprising 26 items was employed. The scale contains five sub-factors: perceived happiness, empathy, sociability, persistence and self-regulation. Grit was assessed via an 8-item scale comprising two facets: perseverance of effort (PE) and consistency of interest (CI). It was designed by Duckworth and Gross (2014). Positive orientation was determined through positivity scale developed by Caprara et al. (2010), consisting of eight items.

Findings

The results of structural equation modeling (SEM) revealed that resilience positively and significantly predicted both grit (β = 0.56, t = 6.41) and positive orientation (β = 0.54, t = 6.35). Resilience also predicted academic achievement directly (β = 0.71, t = 9.12) and indirectly via its impact on grit and positive orientation. It was also found that positive orientation and grit are positively and highly associated (β = 0.77, t = 9.28).

Originality/value

The pandemic COVID-19 brought about substantial changes in university students' education and their overall life style. Many university students around the globe experienced virtual education. Balancing personal and academic roles in these unprecedented conditions seems to be a tough challenge for every university student.

Details

Journal of Applied Research in Higher Education, vol. 14 no. 4
Type: Research Article
ISSN: 2050-7003

Keywords

Book part
Publication date: 18 March 2024

Priya Goel, Elizer Jay de los Reyes, Ga Young Chung, Asma Zulfiqar, Marian Mahat, Caroline Cohrssen, Jo Blannin and Ethel Villafranca

This chapter shares the challenges that scholars experienced during the pandemic and their responses to them. We find that participants responded to complex work and home…

Abstract

This chapter shares the challenges that scholars experienced during the pandemic and their responses to them. We find that participants responded to complex work and home challenges through ethics of grit and perseverance. Offering a caution against grit mindsets, we argue that academics would benefit from opportunities to develop fuller forms of resilience. To do so, we recommend that higher education institutions co-construct locally and culturally relevant conceptualisations of resilience and enact trauma-informed practice to better support academic resilience in their faculties.

Book part
Publication date: 22 March 2022

Marian Mahat, Joanne Blannin, Caroline Cohrssen and Elizer Jay de los Reyes

Academics around the world continue to demonstrate strength to overcome the initial hurdles of COVID-19. But resilient academics show sustained engagement despite the continuing…

Abstract

Academics around the world continue to demonstrate strength to overcome the initial hurdles of COVID-19. But resilient academics show sustained engagement despite the continuing changes and uncertainties during these ongoing challenging times. In this concluding chapter, we synthesise the key takeaways from each chapter – narratives that may support academics at every career stage to feel energised, motivated and inspired in times of adversity. We share critical insights and strategies that may assist academics forge ahead in a post-pandemic world. In doing so, we advance the Academic Resilience Model that may help academics – and institutions – thrive in times of adversity.

Article
Publication date: 31 October 2017

Anja Johnsen, Gaby Ortiz-Barreda, Guro Rekkedal and Anette Christine Iversen

The purpose of this paper is to summarise and analyse empirical research on protective factors that promote academic resilience in ethnic minority children mainly aged between 13…

Abstract

Purpose

The purpose of this paper is to summarise and analyse empirical research on protective factors that promote academic resilience in ethnic minority children mainly aged between 13 and 18 years attending schools in the Nordic countries.

Design/methodology/approach

This paper was opted for a literature review of 23 peer-reviewed quantitative articles published between 1999 and 2014. The analysis entailed protective factors at both the personal and environmental levels in ethnic minority children.

Findings

Some minority children’s school performance may be just as good if not better than majority children when having similar or even lower socioeconomic status than majority children. Protective factors at the personal level included working hard, having a positive attitude towards school, and having high educational aspirations. Protective factors at the environmental level included supportive school systems, supportive schools, and supportive networks including parental qualities and support. The findings are comparable to the findings outside the Nordic countries with one exception; minority children in the Nordic countries performed better than expected despite socioeconomic disadvantages.

Research limitations/implications

Protective factors affecting academic resilience need further attention in a time with an increased global migration. Research implications may be related to how schools and policy makers develop supportive school systems, supportive schools, and supportive networks to contribute to making a difference for minority children’s educational opportunities in the Nordic countries.

Originality/value

Academic resilience is a relatively new research field in the Nordic countries. This review is the first review which has summarised and analysed existing findings on academic resilience in the Nordic countries in minority children.

Details

International Journal of Migration, Health and Social Care, vol. 13 no. 4
Type: Research Article
ISSN: 1747-9894

Keywords

Article
Publication date: 24 February 2020

Mohamed Mousa, Hala A. Abdelgaffar, Walid Chaouali and Mohammed Aboramadan

This paper aims to focus on academics in three private foreign universities located in Cairo (Egypt) to explore the influence of organizational learning (OL) on the level of…

1728

Abstract

Purpose

This paper aims to focus on academics in three private foreign universities located in Cairo (Egypt) to explore the influence of organizational learning (OL) on the level of organizational resilience of academics with and without the mediating effect of a multi-stakeholder network.

Design/methodology/approach

The authors used a comprehensive count sampling in which every academic was handed a questionnaire form to fill. This led to a decrease in the likelihood of research bias. In total, the authors distributed 960 questionnaire forms and collected 576 completed questionnaires, which is almost more than 60% of the total population. The authors used structural equation to determine the effect of OL on academics’ level of organizational resilience. The same equation was later used to assess the mediating role of the multi-stakeholder network on the aforementioned relationship.

Findings

The findings highlight a statistically significant influence of OL on academics’ level of organizational resilience. Moreover, the results revealed the significant role of the multi-stakeholder network in mediating the relationship between OL and organizational resilience.

Originality/value

This paper contributes by filling a gap in human resource management and organization literature in the higher education sector, in which empirical studies on the relationship between OL, multi-stakeholder networks and organizational resilience have been limited until now.

Details

Journal of Workplace Learning, vol. 32 no. 3
Type: Research Article
ISSN: 1366-5626

Keywords

Article
Publication date: 31 January 2023

Patricia Gooding, Rebecca Crook, Melissa Westwood, Claire Faichnie and Sarah Peters

This study aims to examine the following across a six-month period in post-graduate research (PGR) students: mental health and well-being; the effect of academic pressures on…

Abstract

Purpose

This study aims to examine the following across a six-month period in post-graduate research (PGR) students: mental health and well-being; the effect of academic pressures on depression, anxiety and well-being; and the extent to which psychological resilience buffered against academic pressures.

Design/methodology/approach

This was a longitudinal questionnaire study with predictor variables of six types of academic pressure, outcome variables of depression, anxiety and well-being, and a moderator of resilience.

Findings

Well-being significantly worsened across the six-month timeframe, but levels of depression and anxiety remained relatively stable. Negative perceptions of academic challenges at baseline significantly predicted anxiety, but not depression or well-being, six months later. Negative appraisals of relationships with supervisors, other university staff and work peers were not predictors of anxiety. Social support resilience which was present at baseline buffered the relationship between perceived academic challenges and anxiety.

Practical implications

Higher education institutions have a duty of care towards PGR students, many of whom struggle with the escalating interactions between mental health problems and academic pressures. Actively nurturing psychological resilience related to social support is key at the level of individual students and the PGR community but more broadly at an institutional level.

Originality/value

To the best of the authors’ knowledge, this is the first study to examine the effects of negative perceptions of multiple facets of academic life on depression, anxiety and well-being longitudinally. Additionally, it is the first study to investigate, and demonstrate, the extent to which psychological resilience can lessen the relationship between academic challenges and anxiety over time.

Details

Studies in Graduate and Postdoctoral Education, vol. 14 no. 3
Type: Research Article
ISSN: 2398-4686

Keywords

Book part
Publication date: 22 March 2022

Caroline Cohrssen, Joanne Blannin, Marian Mahat and Elizer Jay de los Reyes

The pressures brought about by the COVID-19 global pandemic in 2020 have amplified the significance of academic resilience and highlight the importance of a shared insights into…

Abstract

The pressures brought about by the COVID-19 global pandemic in 2020 have amplified the significance of academic resilience and highlight the importance of a shared insights into academics' experiences. The responses to academic work within this context has received little research attention despite its universality during the pandemic. Failing to recognise, or ‘invisibilising’ the roles and needs of academics during a pandemic, is a significant concern. This chapter explores this uncharted terrain, and presents stories of resilience – being a postdoc in a foreign country (de los Reyes), negotiating (yet another) contract (Mahat), navigating research in a different context (Cohrssen), and digital engagement in academia (Blannin) – from academics in different career stages and global contexts. These stories provide points of reflection for those navigating the complex world of academia during these uncertain times.

Details

Academic Resilience
Type: Book
ISBN: 978-1-80262-390-1

Keywords

Open Access
Article
Publication date: 21 August 2023

Franca Cantoni, Silvia Platoni and Roberta Virtuani

Frequently the universities' Placement Service is based on the student's hard profile at the expense of soft traits. On the other side, the “person–organization fit” axiom…

Abstract

Purpose

Frequently the universities' Placement Service is based on the student's hard profile at the expense of soft traits. On the other side, the “person–organization fit” axiom suggests firms are looking for profiles with specific soft skills to face the increasing level of environmental turbulence. This research aims to understand if high-resilience students also have high academic achievements and how the three components of resilience (emotional intelligence, positive thinking, planfulness) can have different impact on individual performances.

Design/methodology/approach

The research was conducted on students enrolled on different courses of studies and years in an Economics and Law faculty. A questionnaire was administered during the first exam session (ante-Covid) and the second and third exam sessions (post-Covid). This questionnaire consists of 84 questions related to planfulness, emotional intelligence and positive thinking, whose combination can be considered a measure of resilience. In fact, the Principal Component Analysis (PCA) was carried to identify these three new variables (the components) based on the 84 initial ones. Finally, an ordered logit model was implemented to verify whether, and in what direction, planfulness, emotional intelligence, positive thinking and Covid 19 (the independent variables) affected the students' performance (the dependent one).

Findings

While planfulness positively affected academic performance, emotional intelligence affected it negatively. The impact of positive thinking and Covid was not significant, and thus what emerged from the preliminary analysis of the grades is not confirmed.

Research limitations/implications

This is a case study of a university experience that is paying great care in preparing students to satisfy the firms' work demands. To confirm and refine results the sample will be expanded to other faculties and other life/soft skills will be investigated.

Practical implications

This soft trait approach—that studies how various measures of soft skills are related to course grades—has a two-fold significance by crafting universities' placement activities and facilitating firms' onboarding.

Social implications

This is a case study of a university experience; a university that is paying great attention to preparing students ready to satisfy the firms' work demands but also citizens capable of supporting the growth of their nation and society in general.

Originality/value

The research can be considered a first step towards the inclusion of the formal evaluation of the students' life skills in their academic path, creating a link with their achievements.

Details

Education + Training, vol. 65 no. 10
Type: Research Article
ISSN: 0040-0912

Keywords

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