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ORIGINAL RESEARCH article

Front. Psychol.
Sec. Positive Psychology
Volume 16 - 2025 | doi: 10.3389/fpsyg.2025.1517359
This article is part of the Research Topic Positive Higher Education: Empowering Students through Learning and Wellbeing View all 9 articles

Study and personal resources of university students' academic resilience and the relationship with positive psychological outcomes

Provisionally accepted
Dalia Bagdžiūnienė Dalia Bagdžiūnienė *Irena Žukauskaitė Irena Žukauskaitė Laima Bulotaitė Laima Bulotaitė Rūta Sargautytė Rūta Sargautytė
  • Vilnius University, Vilnius, Lithuania

The final, formatted version of the article will be published soon.

    Introduction. Embarking on university-level studies is a period of new challenges for young people as they meet new academic demands, environments, and teaching systems. Academic resilience, defined as students' capacity to endure challenges while sustaining optimism, positive thinking, and emotional stability (Martin and Marsh, 2006), is crucial in enabling individuals to navigate academic difficulties and foster future success. In this context, developing the role of contextual and personal factors in university students’ academic resilience and its role in predicting positive psychological outcomes is crucial. This study, grounded in the Study Demands–Resources framework (Bakker and Mostert, 2024), sought to examine study-related characteristics and self-efficacy as resources that support students' academic resilience. Additionally, it aimed to explore the connections between academic resilience and positive psychological outcomes, such as student engagement and well-being. Method. The convenience study sample included 350 students from Lithuanian universities: 79.14% were female, the mean age was 23.8 years (SD = 5.7). Students were in varying bachelor's and master's study programs. Data were collected using a self-administered online survey. Descriptive statistics, correlation, regression analyses, and structural equation modelling were applied for data analysis.Results and conclusion. The study found that students' academic resilience was positively influenced by the characteristics of their study environment and self-efficacy. Furthermore, academic resilience was positively associated with student engagement and well-being. Our findings highlight the role of academic resilience in mediating the interplay between study-related resources, student engagement, and well-being. This research study features practical implications for enhancing university students' academic resilience, engagement, and well-being by strengthening both study-related and personal resources.

    Keywords: university students, Academic resilience, study resources, self-efficacy, engagement, Well-being

    Received: 25 Oct 2024; Accepted: 15 Jan 2025.

    Copyright: © 2025 Bagdžiūnienė, Žukauskaitė, Bulotaitė and Sargautytė. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

    * Correspondence: Dalia Bagdžiūnienė, Vilnius University, Vilnius, Lithuania

    Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.