Indian Journal of Positive Psychology

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Impact of Academic Resilience of Online Learning during COVID-19 on Academic Achievement among Adolescents


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1 Department of Psychology, School of Psychology , Philosophy & Education, Gujarat University , Ahmedabad, Gujarat, India
     

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The present study was aimed at, a. studying the relationship between gender and academic resilience and its dimensions among adolescent students, and b. To study how academic resilience and its dimensions are correlated with academic achievement among adolescent students. 140 adolescent students (14-18 years) were selected as part of the sample, selected through Purposive Sampling Technique. The sample were selected from various schools across the city of Ahmedabad (Gujarat) and Kottayam (Kerala). Academic Resilience was measured on the dimensions (Academic Confidence, Sense of Well-being, Motivation, & Ability to get goals, Relationship with Peers and Adults, & Emotional Regulation & Physical Health), using the Academic Resilience Scale (Mallick & Kaur, 2015) and Academic Achievement was assessed by collecting the marks acquired by the students during the past one academic year. The data was statistically analyzed using t test method and Pearson's correlation method were used. The data showed significant difference on the dimension of Emotional Regulation and Physical Health, while no significant difference was found on the overall scale, when comparing the gender wise differences on the Academic Resilience scale. In addition, Academic Achievement scores were shown to be negatively correlated with the dimension of Academic Confidence, Emotional Regulation and Physical Health, and the overall score, of the Academic Resilience scale. COVID-19 has forced the students towards a more online learning environment, which has negatively affected the resilience qualities among the students, i.e., Academic Resilience, as seen from the results.

Keywords

academic achievement, academic resilience, online learning
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  • Impact of Academic Resilience of Online Learning during COVID-19 on Academic Achievement among Adolescents

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Authors

Siddharth Appukuttan
Department of Psychology, School of Psychology , Philosophy & Education, Gujarat University , Ahmedabad, Gujarat, India
Kamayani Mathur
Department of Psychology, School of Psychology , Philosophy & Education, Gujarat University , Ahmedabad, Gujarat, India

Abstract


The present study was aimed at, a. studying the relationship between gender and academic resilience and its dimensions among adolescent students, and b. To study how academic resilience and its dimensions are correlated with academic achievement among adolescent students. 140 adolescent students (14-18 years) were selected as part of the sample, selected through Purposive Sampling Technique. The sample were selected from various schools across the city of Ahmedabad (Gujarat) and Kottayam (Kerala). Academic Resilience was measured on the dimensions (Academic Confidence, Sense of Well-being, Motivation, & Ability to get goals, Relationship with Peers and Adults, & Emotional Regulation & Physical Health), using the Academic Resilience Scale (Mallick & Kaur, 2015) and Academic Achievement was assessed by collecting the marks acquired by the students during the past one academic year. The data was statistically analyzed using t test method and Pearson's correlation method were used. The data showed significant difference on the dimension of Emotional Regulation and Physical Health, while no significant difference was found on the overall scale, when comparing the gender wise differences on the Academic Resilience scale. In addition, Academic Achievement scores were shown to be negatively correlated with the dimension of Academic Confidence, Emotional Regulation and Physical Health, and the overall score, of the Academic Resilience scale. COVID-19 has forced the students towards a more online learning environment, which has negatively affected the resilience qualities among the students, i.e., Academic Resilience, as seen from the results.

Keywords


academic achievement, academic resilience, online learning

References





DOI: https://doi.org/10.15614/ijpp%2F2022%2Fv13i2%2F215367