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ABSTRACT
This study conducted a survey using the Academic Resilience Scale and the Factors Influencing Academic Resilience Scale among 558 master’s students during the COVID-19 period. The findings reveal that master’s students’ academic resilience is at a moderately high level. Factors such as research self-efficacy, research involvement, academic guidance from supervisors, support from the university, and family support are at moderate levels and significantly influence master’s students’ academic resilience. Additionally, the study found that students with a higher frequency of communication with supervisors and those involved in supervisors’ research projects or leading their own research projects demonstrate higher levels of academic resilience and validated the applicability of an input-process-output model to contemporary master’s students. Given the above findings, it is important to enhance master students’ research investment, effectively provide them with tutor guidance and family support, and concentrate on their negative influence and emotional response to improve their academic resilience.
Acknowledgements
The authors would like to thank all the participants who took part in this study.
Disclosure statement
No potential conflict of interest was reported by the author(s).
Ethical approval
This study was approved by the ethical committee of the Institute of Psychology and Brain Science, Zhejiang Normal University (IRB Number: ZSRT2023080).
Informed consent
Informed consent was obtained from participants included in the study. Respondents’ participation was completely consensual, anonymous, and voluntary.
Additional information
Notes on contributors
Yanjun Zhang
Yanjun Zhang, PhD, an associate professor at the College Education, Zhejiang Normal University, published 1 book and more than 50 research articles with focuses on comparative education, STEM education and African education.
Gewei Zhu
Gewei Zhu, is a graduate student at the College of Education, Zhejiang Normal University. His research focuses on STEM education, comparative education, and Africa education.
Chunying Luo
Chunying Luo, PhD, an associate professor at the School of International Education, Hangzhou Normal University, her research focuses on international students’ learning, teaching Chinese as second language, and Chinese textbook comparison.
Wanmeng Hu
Wanmeng Hu, is a graduate student at the College of Education, Zhejiang Normal University. Her research interests include science education and STEM education.
Xiao Yu
Xiao Yu, PhD, is a professor at the School of Teacher Education, Ningbo University. His research focuses on early modernization of education in China, school culture, and class management.