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

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 consequenc...

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Published inPsychology in the schools Vol. 56; no. 6; pp. 875 - 890
Main Authors Meneghel, Isabella, Martínez, Isabel M., Salanova, Marisa, Witte, Hans
Format Journal Article
LanguageEnglish
Published Hoboken Wiley-Blackwell 01.06.2019
Wiley Subscription Services, Inc
Subjects
academic performance
Academic Persistence
academic resilience
academic satisfaction
College Students
Construct Validity
Coping
Coping strategies
Foreign Countries
Psychometrics
Quantitative psychology
Reliability
Resilience
scale validation
Structural Equation Models
Student Satisfaction
Test Reliability
Test Validity
Validity
Spain
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Summary: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.
Bibliography:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
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ISSN:0033-3085
1520-6807
DOI:10.1002/pits.22253