Sinking or Swimming in an Academic Pool: A Study of Resiliency and Student Success in First-Year Undergraduates

Autor/inn/en	Wilson, Claire A.; Babcock, Sarah E.; Saklofske, Donald H.
Titel	Sinking or Swimming in an Academic Pool: A Study of Resiliency and Student Success in First-Year Undergraduates
Quelle	In: Canadian Journal of Higher Education, 49 (2019) 1, S.60-84 (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0316-1218
Schlagwörter	College Freshmen; Resilience (Psychology); Academic Achievement; Student Adjustment; Predictor Variables; Personality Traits; Emotional Intelligence; Academic Ability; Grade Point Average; Self Efficacy; Success; Psychological Patterns; Extraversion Introversion; Self Concept; Foreign Countries; Canada + Suchen Sie Ihr Suchwort? Studienanfänger; Schulleistung; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Prädiktor; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Emotionale Intelligenz; Self-efficacy; Selbstwirksamkeit; Erfolg; Selbstkonzept; Ausland; Kanada
Abstract	The transition from high school to post-secondary education presents challenges for students. Many variables have been identified as significant predictors of student achievement. Resiliency, defined as the ability to overcome challenges and adversity, may be particularly relevant during the adjustment to post-secondary education. This study assesses whether resiliency incrementally predicts student success after controlling for additional predictors. Participants were 277 undergraduate students who completed self-reports of academic skills, resiliency, personality variables, emotional intelligence (EI), and perfectionism. Students' year-end GPA was collected from the university registrar. Hierarchical regression analysis revealed that resiliency, measured by sense of mastery, negatively predicted GPA after controlling for other predictors. The sense of mastery facet of self-efficacy positively predicted GPA; however, the adaptability facet was a significant negative predictor of GPA. Findings suggest that self-efficacy is a salient predictor of academic success, and that strong academic skills may serve as a protective factor for poor adaptability. (As Provided).
Anmerkungen	Canadian Society for the Study of Higher Education. P.O. Box 34091, RPO Fort Richmond, Winnipeg, MB R3T 5T5, Canada. Tel: 204-474-6404; Fax: 204-474-7561; e-mail: csshe@cc.umanitoba.ca; Web site: http://journals.sfu.ca/cjhe/index.php/cjhe/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01