Social-Emotional Predictors of Students' Responses to Academic Stress: Investigating the Multidimensionality of Academic Resilience

• In Event: Examination of Anxiety and Academic Stress

Abstract

Social-emotional learning (SEL) factors have long been theorized to promote resilience because they have demonstrated benefits for students’ long-term outcomes. However, few studies have actually measured the construct of “academic resilience” specifically, or attempted to investigate how SEL interventions might be working from a process stand-point. This survey was designed to: 1) examine the structure of academic resilience (as measured by the ARS-30) and 2) establish if SEL factors appear to be related to students’ academic resilience. Results supported our hypothesis that a relationship between SEL factors and students’ academic resilience exists. In this sample, academic resilience was best explained by three sub-factors, each of which had a unique set of SEL predictors. Practical implications of these insights are discussed.

Authors

• Ashley Shannon Hufnagle, University of Minnesota - Twin Cities

• Martin Van Boekel, University of Minnesota

• Geoffrey M. Maruyama, University of Minnesota