FACTORS AFFECTING RESILIENCE AMONG SENIOR HIGH SCHOOL STUDENTS IN CHINA
Article Sidebar
Main Article Content
Abstract
The objectives of this study were 1) to investigate the relationship between academic stress, cognitive flexibility, teacher support, school climate, family support and resilience, and 2) to investigate the factors influencing the resilience of high school students in China. The sample consisted of 327 high school students selected by stratified random sampling from a representative high school in China. The research instrument was a structured questionnaire using a 5-point Likert scale. The data were analyzed using descriptive statistics, Pearson’s correlation analysis, and enter regression analysis.
The findings revealed that academic stress, cognitive flexibility, teacher support, school climate, and family support were significantly related to resilience. Academic stress showed a negative relationship with resilience, while cognitive flexibility, teacher support, school climate, and family support showed positive relationships. The results of enter regression analysis indicated that the significant predictors of resilience were cognitive flexibility, teacher support, school climate, and family support. These findings suggest that both environmental and psychological factors play important roles in influencing resilience among high school students in China.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
References
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.
Dennis, J. P., & Vander Wal, J. S. (2010). The cognitive flexibility inventory: Instrument development and estimates of reliability and validity. Cognitive Therapy and Research, 34(3), 241–253.
Lakey, B., & Orehek, E. (2011). Relational regulation theory: A new approach to explain the link between perceived social support and mental health. Psychological Review, 118(3), 482–495.
Lazarus, R. S., & Folkman, S. (1984). Stress, appraisal, and coping. Springer.
Malecki, C. K., & Demaray, M. K. (2006). Social support as a buffer in the relationship between socioeconomic status and academic performance. School Psychology Quarterly, 21(4), 375–395.
Martin, M. M., & Anderson, C. M. (1998). The cognitive flexibility scale: Three validity studies. Communication Reports, 11(1), 1–9.
Masten, A. S. (2014). Global perspectives on resilience in children and youth. Child Development, 85(1), 6–20.
Pascoe, M. C., Hetrick, S. E., & Parker, A. G. (2020). The impact of stress on students in secondary school and higher education. International Journal of Adolescence and Youth, 25(1), 104–112.
Wang, M.-T., & Degol, J. L. (2016). School climate: A review of the construct, measurement, and impact on student outcomes. Educational Psychology Review, 28(2), 315–352.
Wentzel, K. R. (1998). Social relationships and motivation in middle school: The role of parents, teachers, and peers. Journal of Educational Psychology, 90(2), 202–209.