Academic Resilience and Self-Efficacy Among Young Adults

Abstract

The study’s primary goal was to examine the association between academic resilience and self-efficacy in young adults. It tries to additionally identify notable disparities, if any, among the distinctive types of gender, academic qualifications, and streams of education. Additionally, it analyses the influence of self-efficacy among young adults. The study was carried out, and responses from 254 adults were gathered using an online survey. The data was gathered using the ARS-30 and General Self-Efficacy scales. Correlation and linear regression were applied to explore the relationship between academic resilience and self-efficacy. Additionally, Mann Whitney U and the Kruskal Wallis test were employed to analyse variations of the variables across gender, academic qualification, and streams of education. Significant variations were identified concerning academic resilience when evaluated with academic qualifications, but no significant differences when concerning gender and streams of study. Furthermore, self-efficacy variations were not based on academic qualifications, gender, or educational stream. Also, the study’s findings suggested a moderate negative association between the two variables, with self-efficacy accounting for 24.9% of the variance in academic resilience.