This study investigates the role of Academic Resilience in the academic performance of higher secondary learners, focusing on factors, strategies, and implications for educational success. Academic Resilience is defined as the dynamic process through which students navigate and overcome adversity in their educational pursuits, involving the development of cognitive, emotional, and behavioral strategies to adapt positively to challenges. The study aims to assess the contribution of Academic Resilience to the academic performance of higher secondary learners, exploring potential gender differences. The research utilizes the Academic Resilience Scale (ARS) developed by Mihir Kumar Malik and Simranjit Kaur, comprising 52 items with a 5-point Likert scale. Data analysis is conducted using SPSS 28.0.0 version software, employing descriptive statistics, t-tests, mean, and standard deviation. The findings reject the null hypothesis that posited no noteworthy influence of Academic Resilience on academic performance, indicating a significant positive relationship. Additionally, the study identifies a significant difference in Academic Resilience between boys and girls, with boys demonstrating higher resilience. The conclusion highlights the substantial impact of Academic Resilience on academic success and suggests implications for educational interventions and support strategies, especially for students facing challenges in their academic journey.
Impact Factor
2022: 6.012
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