Development and testing of the university student resilience scale

Abstract

Objective: University students exist in unpredictable, challenging circumstances. This heightens social anxiety, which can manifest in lack of identity formation, consumption of alcohol, and suicide ideation. To better understand the psychological motivators in the student experience, this study develops and tests a contemporary 10-item university student resilience scale. Participants: Respondents (N = 270) were 18–24 in university, previously had some university experience, or held a university degree. Methods: Scale variables are tested through network analysis, then exploratory and confirmatory factor analysis to identify interrelationships and dimensions in university student perception of resilience. Results: University students are most resilient by relying on friends and family, seeing adversity as a learning opportunity, and helping themselves by helping others. The most highly correlated measures are “positive attitude” and “open mind” while “faith in a higher power” holds a negative relationship with “being responsible for my own problems.” Regression analysis indicates a strong will, not giving up, and maintaining an open mind are predictors of resilience. A 3-factor structural model captures the latent dimensions “Infinite Possibilities,” “Like a Rock” and “Surrounded by Love.” Conclusion: This scale offers practical application for university counselors and administrators creating protocols for students requiring support in developing resilient outcomes. The most powerful factor in this model indicates an “open mind while helping others” creates the greatest effect in resilient behavior. Opportunities for resilience can be incorporated as a benefit of social justice training and education. It will allow students to learn about identities other than their own as well as develop the ability to empathize based on lived experiences.

Keywords:

• Grit
• resilience
• student wellness
• university student

Conflict of interest disclosure

The author has no conflicts of interest with this research. It was completed as part of a university undergraduate research methods project. There is no financial interest or benefit that has arisen from this research.

Additional information

Funding

This study was approved by Appalachian State University IRB #18-0171.