Stress, self-efficacy, academic achievement and resilience in emerging adults

Abstract

Introduction. The aim of this research was to explore whether the variables of academic stress, academic self-efficacy and academic performance are related to resilience, and to compare these variables between groups classified as high and low resilient individuals, in a sample of emerging adults who are university students. Method. A stratified random sample was used, including 288 students (176 women and 112 men), between 18 and 25 years old. A data record was elaborated for each student, including their academic and socio-demographic data and results from an academic stress inventory, an academic behaviors self-efficacy scale, and a resilience questionnaire. The research was conducted in a public university. Participants were properly informed about the purpose of the research, that the information received would be safeguarded and confidential, and that participation was voluntary. The instruments were applied in the classroom in a group format, over an approximate 35-minute duration. Descriptive analyses were carried out, followed by correlations between the variables and between their factors, as well as a comparative analysis using Student's t. Results. Moderate levels of academic stress were observed; perceived academic self-efficacy was satisfactory; academic performance and level of resilience were both moderate. The correlations were moderate, low and statistically significant; and there were statistically significant differences between the groups classified as high or low resilience. Discussion and conclusions. The results indicated that higher academic stress levels were associated with lower resilience. Better academic self-efficacy was accompanied by higher academic achievement and resilience; there was a direct relationship between variables. The group classified as not resilient had higher stress scores, lower self-efficacy and slightly lower academic performance than the group classified as resilient.