6,666
Views
2
CrossRef citations to date
0
Altmetric
EDUCATIONAL PSYCHOLOGY

The relationship between resilience and student success among a sample of South African engineering students

ORCID Icon, , , &
Article: 2057660 | Received 28 Apr 2021, Accepted 21 Mar 2022, Published online: 06 Apr 2022

References

  • Abdallah, A. R., & Gabr, H. M. (2014). Depression, anxiety and stress among first year medical students in an Egyptian public university. International Research Journal of Medicine and Medical Science, 2(1), 11–18. https://www.netjournals.org/z_IRJMMS_14_005.html
  • Akimova, E., Lanzenberger, R., & Kasper, S. (2009). The serotonin-1A receptor in anxiety disorders. Biological Psychiatry, 66(7), 627–635. https://doi.org/10.1016/j.biopsych.2009.03.012
  • Alvarado, A., Spatariu, A., & Woodbury, C. (2017). Resilience & emotional intelligence between first generation college students and non-first generation college students. FOCUS on Colleges, Universities & Schools, 11(1), 1–10. http://www.nationalforum.com/Electronic%20Journal%20Volumes/Alvardo%20Andreeina,Resilience%20and%20Emotional%20Intelligence%20FOCUS%20V11%20N1%202017.pdf
  • Arnekrans, A. K., Calmes, S. A., Laux, J. M., Roseman, C. P., Piazza, N. J., Reynolds, J. L., Harmening, D., & Scott, H. L. (2018). College students’ experiences of childhood developmental traumatic stress: Resilience, first‐year academic performance, and substance use. Journal of College Counseling, 21(1), 2–14. https://doi.org/10.1002/jocc.12083
  • Atwoli, L., Stein, D. J., Williams, D. R., Mclaughlin, K. A., Petukhova, M., Kessler, R. C., & Koenen, K. C. (2013). Trauma and posttraumatic stress disorder in South Africa: Analysis from the South African stress and health study. BMC Psychiatry, 13(1), 1–12. Article 182. https://doi.org/10.1186/1471-244X-13-182
  • Ayala, J. C., & Manzano, G. (2018). Academic performance of first-year university students: The influence of resilience and engagement. Higher Education Research & Development, 37(7), 1321–1335. https://doi.org/10.1080/07294360.2018.1502258
  • Banerjee, P. A., & . (2016). A systematic review of factors linked to poor academic performance of disadvantaged students in science and maths in schools. Cogent Education, 3(1), 1178441. https://doi.org/10.1080/2331186X.2016.1178441
  • Bewick, B., Koutsopoulou, G., Miles, J., Slaa, E., & Barkham, M. (2010). Changes in undergraduate students’ psychological well-being as they progress through university. Studies in Higher Education, 35(6), 633–645. https://doi.org/10.1080/03075070903216643
  • Black, M. M., Walker, S. P., Fernald, L. C., Andersen, C. T., DiGirolamo, A. M., Lu, C., Devercelli, A. E., Shawar, Y. R., Shiffman, J., Devercelli, A. E., Wodon, Q. T., Vargas-Barón, E., Grantham-mcgregor, S., & McCoy, D. C. (2017). Early childhood development coming of age: Science through the life course. The Lancet, 389(10064), 77–90. https://doi.org/10.1016/S0140-6736(16)31389-7
  • Bowers, K. M., & Lopez, S. J. (2010). Capitalizing on personal strengths in college. Journal of College and Character, 11(1), 1–11. https://doi.org/10.2202/1940-1639.1011
  • Cilliers, C. (2014, September). Optimising student success with a systemic-holistic, co-curricular wellness intervention: Growing evidence and relevance for graduate attributes. Paper presented at the 35th Annual conference of the Southern African association for counselling and development in higher education, Vanderbijlpark, South Africa.
  • Credé, M., & Kuncel, N. R. (2008). Study habits, skills, and attitudes: The third pillar supporting collegiate academic performance. Perspectives on Psychological Science, 3(6), 425–453. https://doi.org/10.1111/j.1745-6924.2008.00089.x
  • Davidson, O. B., Feldman, D. B., & Margalit, M. (2012). A focused intervention for 1st-year college students: Promoting hope, sense of coherence, and self-efficacy. Journal of Psychology, 146(3), 333–352. https://doi.org/10.1080/00223980.2011.634862
  • Davino, D. F. (2013). Resilient first-generation college students: A multiple regression analysis examining the impact of optimism, academic self-efficacy, social support, religiousness, and spirituality on perceived resilience [ Unpublished doctoral dissertation]. West Virginia University. Research Repository. https://researchrepository.wvu.edu/etd/586
  • Demyttenaere, K., Bruffaerts, R., Posada-Villa, J., Gasquet, I., Kovess, V., Lepine, J. P., … Chatterji, S. (2004). Prevalence, severity, and unmet need for treatment of mental disorders in the World Health Organization World Mental Health Surveys. JAMA, 291(21), 2581–2590. https://doi.org/10.1001/jama.291.21.2581
  • Dockrat, S. Y. (2016). Psychometric profiling of students at risk for academic underachievement at a university of technology [Unpublished doctoral dissertation] University of Pretoria.
  • Duckworth, A. L. (2016). Grit: The power of passion and perseverance. Simon & Schuster.
  • Dweck, C. S. (2006). Mindset: The new psychology of success. How we can learn to fulfil our potential. Random House.
  • Elizondo-Omana, R. E., Gracia-Rodriguez, M. D. L. A., & Lopez, S. G. (2007). Resilience in medical students. The FASEB Journal, 21(5), A214. https://doi.org/10.1096/fasebj.21.5.A214-b
  • Enoch, W. K., & Renk, K. (2006). Social adjustment of college freshmen: The importance of gender and living environment. College Student Journal, 40(1), 63–72. http://www.sciepub.com/reference/257070
  • Farrington, C. A., Roderick, M., Allensworth, E., Nagaoka, J., Keyes, T. S., Johnson, D. W., & Beechum, N. O. (2012). Teaching adolescents to become learners. The role of non-cognitive factors in shaping school performance: A critical literature review. University of Chicago Consortium on Chicago School Research.
  • Field, A. (2013). Discovering statistics using IBM SPSS statistics. Sage.
  • Foxcroft, C., & Roodt, G. (2013). Introduction to psychological assessment in the South African context. Oxford University Press.
  • Galante, J., Dufour, G., Vainre, M., Wagner, A. P., Stochl, J., Benton, A., Lathia, N., Howarth, E., & Jones, P. B. (2018). A mindfulness-based intervention to increase resilience to stress in university students (the mindful student study): A pragmatic randomised controlled trial. The Lancet Public Health, 3(2), e72–e81. https://doi.org/10.1016/S2468-2667(17)30231-1
  • Gopalan, N., Beutell, N. J., & Middlemiss, W. (2019). International students’ academic satisfaction and turnover intentions: Testing a model of arrival, adjustment, and adaptation variables. Quality Assurance in Education, 27(4), 533–548. https://doi.org/10.1108/QAE-01-2019-0001
  • Grøtan, K., Sund, E. R., & Bjerkeset, O. (2019). Mental health, academic self-efficacy and study progress among college students – The SHoT study, Norway. Frontiers in Psychology, 10(45), 1–11.https://doi.org/10.3389/fpsyg.2019.00045
  • Habib, A. (2016). Transcending the past and reimagining the future of the South African university. Journal of Southern African Studies, 42(1), 35–48. https://doi.org/10.1080/03057070.2016.1121716
  • Haktanir, A., Watson, J. C., Ermis-Demirtas, H., Karaman, M. A., Freeman, P. D., Kumaran, A., & Streeter, A. (2021). Resilience, academic self-concept, and college adjustment among first-year students. Journal of College Student Retention: Research, Theory & Practice 23 1 161–178 . https://doi.org/10.1177/1521025118810666
  • Hornor, G. (2015). Childhood trauma exposure and toxic stress: What the PNP needs to know. Journal of Pediatric Health Care, 29(2), 191–198. https://doi.org/10.1016/j.pedhc.2014.09.006
  • Hostinar, C. E., & Gunnar, M. R. (2015). Social support can buffer against stress and shape brain activity. AJOB Neuroscience, 6(3), 34–42. https://doi.org/10.1080/21507740.2015.1047054
  • Igbo, J. N., Nwaka, R. N., Mbagwu, F., & Mezieobi, D. (2016). Emotional intelligence as a correlate of social and academic adjustment of first year university students in South East geo-political zone of Nigeria. ABC Journal of Advanced Research, 5(1), 9–20. https://doi.org/10.18034/abcjar.v5i1.54
  • Jiang, R., Babyak, M. A., Brummett, B. H., Siegler, I. C., Kuhn, C. M., & Williams, R. B. (2017). Brain-derived neurotrophic factor (BDNF) Val66Met polymorphism interacts with gender to influence cortisol responses to mental stress. Psychoneuroendocrinology, 79, 13–19. https://doi.org/10.1016/j.psyneuen.2017.02.005
  • Kotzé, M., & Kleynhans, R. (2013). Psychological well-being and resilience as predictors of first-year students’ academic performance. Journal of Psychology in Africa, 23(1), 51–59. https://doi.org/10.1080/14330237.2013.10820593
  • Lapp, H. E., Ahmed, S., Moore, C. L., & Hunter, R. G. (2019). Toxic stress history and hypothalamic-pituitary-adrenal axis function in a social stress task: Genetic and epigenetic factors. Neurotoxicology and Teratology, 71, 41–49. https://doi.org/10.1016/j.ntt.2018.01.011
  • Lewin, T., & Mawoyo, M. (2014). Student access and success: Issues and interventions in South African universities. The South African Institute for Advancement.
  • Lutz, A., Slagter, H. A., Dunne, J. D., & Davidson, R. J. (2008). Attention regulation and monitoring in meditation. Trends in Cognitive Sciences, 12(4), 163–169. https://doi.org/10.1016/j.tics.2008.01.005
  • MacGinty, R. P., Kariuki, S. M., Barnett, W., Wedderburn, C. J., Hardy, A., Hoffman, N., Newton, C. R., Zar, H. J., Donald, K. A., & Stein, D. J. (2020). Associations of antenatal maternal psychological distress with infant birth and development outcomes: Results from a South African birth cohort. Comprehensive Psychiatry, 96, 152128. https://doi.org/10.1016/j.comppsych.2019.152128
  • Makarova, E., Aeschlimann, B., & Herzog, W. (2019). The gender gap in STEM fields: The impact of the gender stereotype of math and science on secondary students’ career aspirations. Frontiers in Education, 4(60), 1–11 https://doi.org/10.3389/feduc.2019.00060.
  • Marques, S. C., Gallagher, M. W., & Lopez, S. J. (2017). Hope- and academic-related outcomes: A meta-analysis. School Mental Health, 9(3), 250–262. https://doi.org/10.1007/s12310-017-9212-9
  • Mason, H. D. (2019). The best that I can be: A case for a strengths-based approach during the first-year experience. Journal of Student Affairs in Africa, 7(2), 89–108 https://doi.org/10.24085/jsaa.v7i2.3827.
  • Morgan, B. (2013). Biological embedding of early childhood adversity: Toxic stress and the vicious cycle of poverty in South Africa. Research and Policy Brief Series, 2, 1–11. https://ilifalabantwana.co.za/wp-content/uploads/2014/04/ResearchPolicy-Brief_Toxic-stress_WebFinal.pdf
  • Mutambara, J., & Bhebe, V. (2012). An analysis of the factors affecting students’ adjustment at a university in Zimbabwe. International Education Studies, 5, 244–260. https://files.eric.ed.gov/fulltext/EJ1067068.pdf
  • Nelson, D. B., & Low, G. R. (2011). Emotional intelligence: Achieving academic and career excellence. Prentice Hall.
  • Neurozone® (2017). Validation of the neurozone® brain performance diagnostic. White paper. https://f.hubspotusercontent00.net/hubfs/9441450/1%20White%20Papers%20-%20Neurozone%20White%20Paper%20Validation%20of%20BPD2%20Aug%202017.pdf
  • Nota, J. A., & Coles, M. E. (2015). Duration and timing of sleep are associated with repetitive negative thinking. Cognitive Therapy and Research, 39(2), 253–261. https://doi.org/10.1007/s10608-014-9651-7
  • Opperman, I., & Greyling, M. (2015). Predicting average marks in tertiary education using cognitive testing and secondary education performance. New Voices in Psychology, 11(2), 87–106. https://www.researchgate.net/publication/312495558_Predicting_average_marks_in_tertiary_education_using_cognitive_testing_and_secondary_education_performance
  • Osório, C., Probert, T., Jones, E., Young, A. H., & Robbins, I. (2017). Adapting to stress: Understanding the neurobiology of resilience. Behavioral Medicine, 43(4), 307–322. https://doi.org/10.1080/08964289.2016.1170661
  • Pillay, A. L., & Ngcobo, H. S. (2010). Sources of stress and support among rural-based first-year university students: An exploratory study. South African Journal of Psychology, 40(3), 234–240. https://doi.org/10.1177/008124631004000302
  • Richardson, M., Abraham, C., & Bond, R. (2012). Psychological correlates of university students’ academic performance: A systematic review and meta-analysis. Psychological Bulletin, 138(2), 353–387 https://doi.org/10.1037/a0026838.
  • Ridout, K. K., Khan, M., & Ridout, S. J. (2018). Adverse childhood experiences run deep: Toxic early life stress, telomeres, and mitochondrial DNA copy number, the biological markers of cumulative stress. BioEssays: News and Reviews in Molecular, Cellular and Developmental Biology, 40(9), e1800077. https://doi.org/10.1002/bies.201800077
  • Scott, I. (2018). Designing the South African higher education system for student success. Journal of Student Affairs in Africa, 6(1), 1–17. https://doi.org/10.24085/jsaa.v6i1.3062
  • Seedat, S., Nyamai, C., Njenga, F., Vythilingum, B., & Stein, D. J. (2004). Trauma exposure and post-traumatic stress symptoms in urban African schools: Survey in Cape Town and Nairobi. British Journal of Psychiatry: Journal of Mental Science, 184(2), 169–175. https://doi.org/10.1192/bjp.184.2.169
  • Seidman, A. (2005). College student retention: Formula for student success. Praeger Publishers.
  • Shonkoff, J. P. (2016). Capitalizing on advances in science to reduce the health consequences of early childhood adversity. JAMA Pediatrics, 170(10), 1003–1007. https://doi.org/10.1001/jamapediatrics.2016.1559
  • Sinclair, E. (2019). Transforming student counselling services for a future Stellenbosch University [ Unpublished doctoral dissertation]. Stellenbosch University.
  • Sommer, I., Griebler, U., Mahlknecht, P., Thaler, K., Bouskill, K., Gartlehner, G., & Mednis, S. (2015). Socioeconomic inequalities in non-communicable diseases and their risk factors: An overview of systematic reviews. BMC Public Health, 15(1), 914. https://doi.org/10.1186/s12889-015-2227-y
  • Southwick, S. M., Bonanno, G. A., Masten, A. S., Panter-Brick, C., & Yehuda, R. (2014). Resilience definitions, theory, and challenges: Interdisciplinary perspectives. European Journal of Psychotraumatology, 5(1), 25338. https://doi.org/10.3402/ejpt.v5.25338
  • Southwick, S. M., & Charney, D. S. (2012). The science of resilience: Implications for the prevention and treatment of depression. Science, 338(6103), 79–82. https://doi.org/10.1126/science.1222942
  • Southwick, S. M., Vythilingam, M., & Charney, D. S. (2005). The psychobiology of depression and resilience to stress: Implications for prevention and treatment. Annual Reviews of Clinical Psychology, 1(1), 255–291. https://doi.org/10.1146/annurev.clinpsy.1.102803.143948
  • Statistics South Africa. (2016). Mid-year population estimates, 2016. https://www.statssa.gov.za/publications/P0302/P03022016.pdf
  • Thompson, R. W., Arnkoff, D. B., & Glass, C. R. (2011). Conceptualizing mindfulness and acceptance as components of psychological resilience to trauma. Trauma, Violence, & Abuse, 12(4), 220–235. https://doi.org/10.1177/1524838011416375
  • Tinto, V. (2012). Completing college: Rethinking institutional action. The University of Chicago Press.
  • Traub, F., & Boynton-Jarrett, R. (2017). Modifiable resilience factors to childhood adversity for clinical pediatric practice. Pediatrics, 139(5), e20162569. https://doi.org/10.1542/peds.2016-2569
  • Van Herpen, S. G. A., Meeuwisse, M., Hofman, W. H. A., Severiens, S. E., & Arends, L. R. (2017). Early predictors of first-year academic success at university: Pre-university effort, pre-university self-efficacy, and pre-university reasons for attending university. Educational Research and Evaluation, 23(1–2), 52–72. https://doi.org/10.1080/13803611.2017.1301261
  • Van Rooij, E. C. M., Jansen, E. P. W. A., & Van de Grift, W. J. C. M. (2017). Factors that contribute to secondary school students’ self-efficacy in being a successful university student. Research in Post-Compulsory Education, 22(4), 535–555. https://doi.org/10.1080/13596748.2017.1381301
  • Van Wyk, B. J., Hofman, W. A. H., & Louw, I. (2015). Impact of mathematics and physics on the success of South African engineering technology students. International Journal of Engineering Education, 31 (4), 1158–1166. https://www.ijee.ie/covers/abstracts_2008-2018/31-4_abstracts.pdf
  • Van Wyk, M., Lipinska, G., Henry, M., Phillips, T. K., & Van der Walt, P. E. (2022). The development and validation of the resilience index. International Journal of Testing, 1–27. https://doi.org/10.1080/15305058.2022.2036162
  • Van Zyl, A. (2016). The contours of inequality: The links between socioeconomic status of students and other variables at the University of Johannesburg. Journal of Student Affairs in Africa, 4(1), 1–16. https://doi.org/10.14426/jsaa.v4i1.141
  • Walton, G. M., & Cohen, G. L. (2011). A brief social-belonging intervention improves academic and health outcomes of minority students. Science, 331(6023), 1447–1451. https://doi.org/10.1126/science.1198364
  • Wilson-Strydom, M. (2015). University access and success: Capabilities, diversity and social justice. Routledge.
  • Wu, G., Feder, A., Cohen, H., Kim, J. J., Calderon, S., Charney, D. S., & Mathé, A. A. (2013). Understanding resilience. Frontiers in Behavioral Neuroscience, 7, 1–15 . Article 10. https://doi.org/10.3389/fnbeh.2013.00010