Exploring the Extent of Academic Resilience and Academic Performance among College Students

Abstract

The COVID-19 pandemic posed significant challenges to the educational system, particularly in assessing student resilience and academic performance. This study examined the relationship between academic resilience and academic performance among college students during the pandemic using a quantitative, descriptive correlational design. Data from 560 students were analyzed through correlation and multiple linear regression. The findings revealed that most participants (371 or 66.3%) exhibited high levels of academic resilience, and a majority (57.0%, or 319 students) achieved a General Weighted Average (GWA) in the 91-95 range, indicating strong academic performance. Results demonstrated a significant positive correlation between resilience and academic performance. The study identified Positive Coping and Regulation of Academics (PCRA), which refers to students' constructive coping mechanisms and self-management in academic tasks, and Negative Perception in Coping with Academics (NPCA), defined as students' negative beliefs or ineffective coping with academic challenges, as key predictors. Although these predictors accounted for only 5.1% of the variance, the findings highlight the importance of resilience factors in academic performance and suggest that additional variables, such as cognitive ability, socio-economic status, and study habits, require further investigation. The study underscores the necessity for educational institutions to implement interventions that foster positive coping strategies and address negative perceptions among students. Further research is recommended to examine mediating factors and develop targeted interventions to enhance student resilience and academic outcomes.