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

Journal Contribution - Journal Article

© 2019 Wiley Periodicals, Inc. 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.
Journal: Psychology in the Schools
ISSN: 0033-3085
Issue: 6
Volume: 56
Pages: 875 - 890
Publication year:2019
BOF-keylabel:yes
IOF-keylabel:yes
BOF-publication weight:0.5
CSS-citation score:2
Authors:International
Authors from:Higher Education
Accessibility:Open