Description Scale

The Academic Resilience Scale (ARS 30) is a tool designed to measure the multidimensional nature of students’ academic resilience. The scale examines various dimensions of resilience, such as students’ ability to recover from difficulties, adapt to challenging situations, and manage stress and challenges related to academic life. The tool includes questions that assess coping strategies, self-esteem, positive outlook, and personal resilience skills.

Data Analysis and Usage

Data analysis from the Academic Resilience Scale (ARS 30) involves:

Factor Analysis: Used to confirm the structure of the scale and validate the core dimensions of academic resilience.

Correlation Analysis: Examines the relationships between dimensions of resilience and other variables, such as academic performance and stress levels.

Reliability and Validity Assessment: Evaluates the internal consistency of the scale (e.g., using Cronbach’s alpha) and its validity (e.g., criterion validity) to confirm the accuracy of the measurement.

Data can also be analyzed using qualitative methods, such as interviews and content analysis, to gain deeper insights into the strategies and factors contributing to academic resilience.

Objective

The objective of the Academic Resilience Scale (ARS 30) is to measure the multidimensional aspects of students’ academic resilience. The scale aims to explore the strategies that students use to cope with the challenges and difficulties they face in their academic journey. Through this measurement, researchers and educators can gain a better understanding of how students manage challenges and develop strategies to enhance academic resilience and well-being.

Calibration

Calibration of the Academic Resilience Scale (ARS 30) is conducted using items assessed with Likert scales, where students rate the extent to which they agree or disagree with statements related to academic resilience. Scores are aggregated and analyzed to identify the key dimensions of resilience and determine areas needing enhancement.

Bibliography

Martin, A. J., & Marsh, H. W. (2006). Academic resilience and its psychological and educational correlates: A construct validity approach. Psychology in the Schools, 43(3), 267-281.

Masten, A. S. (2001). Community programs for children and adolescents: Pathways to resilience and positive development. In Handbook of Resilience in Children (pp. 245-265). Springer.

Reyes, O., & Stella, T. (2016). Resilience in students: A review of the literature. Journal of Educational Research and Practice, 6(1), 44-56.

Connor, K. M., & Davidson, J. R. T. (2003). Development of a new resilience scale: The Connor-Davidson Resilience Scale (CD-RISC). Depression and Anxiety, 18(2), 76-82.

Cicchetti, D., & Rogosch, F. A. (2002). A developmental psychopathology perspective on adolescence. In Handbook of Adolescent Psychology (pp. 555-582). Wiley.