Adaptive Models of Academic Resilience and Collaborative Efforts in Social Learning During Conflict (Presenter D)

• In Event: Ukraine-U.S. University Partnership: A Unique Humanitarian Commitment in War Times

Abstract

Purpose
This paper builds upon discussions concerning achievement motivation and communication in virtual learning environments that were initiated at the 2023 Ukraine–US conference. It delves into adaptive models of academic resilience and student motivation amidst the challenges posed by the COVID-19 pandemic and ongoing conflict in Ukraine. The study presents findings concerning adaptive models of academic resilience for higher education students’ motivation and achievement, with the aim of proposing collaborative investigations alongside Ukrainian scholars in identifying sources, characteristics, and examples of adaptive models of resilience.
Perspectives
Author 4 (2015) reported on the adaptiveness of models of resilience (people in learners’ lives who model persistence in the face of challenges) for college students’ self-regulated learning and academic achievement. Describing characteristics of effective peer models in education settings, Author 4 (2023) called for contemporary investigations into the potency of mastery models and coping models. Drawing from the works of Author 4 (2015, 2023) and informed by social cognitive theory (Schunk & Usher, 2019), this paper examines the influence of models of resilience on learners’ self-regulation and academic achievement. I consider (a) how Ukrainian college students perceive models of resilience amidst conflict; (b) whether models of resilience influence learners’ self-regulation and achievement, and (c) benefits of facilitating interactions among peers who serve as mastery or coping models.
Methods
While much of the existing literature on student motivation, peer models, and academic achievement is quantitative, including Author 4’s (2015) study, proposed investigations will employ longitudinal, multi-/mixed-methods, and action research designs. Collaborators will utilize quantitative surveys, qualitative interviews, and action plans to assess changes in learners’ self-regulated learning and motivation, identify adaptive models of academic resilience, and facilitate social interactions among students. The research target population includes Ukrainian college students living domestically and abroad.
Data Sources/Evidence
Faculty from the institutions of the Ukrainian–US partnership will collaborate to select appropriate quantitative surveys and interview protocols. A modified version of the Motivated Strategies for Learning Questionnaire (MSLQ) that has been used with Ukrainian university students (Levytskyi et al., 2021) to assess self-regulation and other motivational constructs of interest will be employed, along with qualitative interview protocols. Additionally, an action plan will be developed with the aim of enhancing students’ mental health and social well-being.
Outcomes
Author 4 (2015) found that models of resilience adaptively influence learners’ self-regulation and academic achievement in higher education. Identifying adaptive models of resilience for Ukrainian college students can inform strategies to enhance their self-regulation, academic achievement, and well-being. The outcomes of these collaborative investigations are expected to benefit Ukrainian college students both academically and psychosocially during and beyond present-day conflict.
Scholarly Significance
This work contributes to educational psychology research by extending investigations beyond traditional college student populations to include those affected by conflict. Furthermore, it inspires further inquiry into educational practices that can enhance learners’ academic and psychosocial well-being, emphasizing the importance of resilience in challenging contexts.

Author

• Marcus Johnson, Virginia Tech