Academic achievement and its relationships with psychological resilience and socio-demographic characteristics

ABSTRACT

This study focused on academic achievement among a sample of 810 students studying in vocational and nonvocational high schools in Turkey. It specifically investigated (a) the current levels of academic achievement and psychological resilience, (b) the relationships between levels of academic achievement and psychological resilience, (c) whether levels of academic achievement and psychological resilience will change based on sociodemographic variables, and (d) whether psychological resilience had a mediating effect on the relationship between sociodemographic variables and academic achievement. Quantitative data were collected through student records and questionnaires and analyzed via descriptive, correlational, and regression analysis and tests of difference (ANOVA). Findings indicated that academic achievement and psychological resilience were significantly related and they changed based on sociodemographic factors, namely income level and school type. In addition, psychological resilience had a significant mediating effect between academic achievement and sociodemographic factors. Findings indicate that the prevailing emphasis on enhancing academic achievement requires consideration of students’ psychological and sociodemographic conditions, while further research needs to investigate ways of carrying out this task.

KEYWORDS:

• academic achievement
• psychological resilience
• sociodemographic characteristics
• school system
• quantitative research

Additional information

Notes on contributors

Halis Sakız

Halis Sakiz is an assistant professor in the Department of Psychology, Mardin Artuklu University. His main research interests are school psychology, learning, and disability.

Raiha Aftab

Raiha Aftab is a lecturer in the National Institute of Psychology, Quaid-i-Azam University, Islamabad, Pakistan. Her main research interests are behavioral modification and school psychology.