Resilience and educational achievement: A Chilean study

Introduction: This study will investigate the relationship between educational outcomes and constructs of resilience among first-year university students. In particular, it will take on an algorithmic analysis to systematically tease out nodes and distributive computations within the data to account for how constructs of resilience account towards educational gains and vice-versa.

Methods: 300 first engineering university students completed a paper-based social-emotional wellbeing and mental health survey. The survey was informed by four standardized psychometric batteries. Students completed the survey at the University during their regular class. The survey took around 30 to 40mins to complete. Results from the survey were mapped to a number of academic indices. Categories of algorithms were used to account for how much a construct within resilience accounted towards educational gains and vice-versa. Structural equational modeling was used to show to what extent a factor was related to educational outcomes and resilience.

Findings: Increasing resilience is likely to contribute towards positive educational gains and equally catering for positive learning experiences is likely to promote aspects of resilience. An associated outcome would be to capture and study the correlation between resilience and personal life course journey, school behaviors, and academic achievement/performance.