Academic Resilience and Problem-Solving Orientation among Secondary School Students
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Abstract
This study looks at the levels of academic resilience and problem-solving orientation among secondary school students, comparing them by gender, location, and kind of school management. Academic resilience is defined as the ability to maintain or increase academic achievement in the face of hardship. Key components include self-belief, control, persistence, low anxiety, growth mindset, goal-setting, and support systems. Problem-solving orientation refers to a student's perspective and approach to effectively discovering, analyzing, and addressing academic and real-life challenges, with an emphasis on tenacity, critical thinking, creativity, and reflective evaluation. Data were collected from a stratified random sample of 384 secondary students in the Kozhikode district using standardized scales measuring academic resilience and a problem-solving oriented scale designed by the researcher. The findings demonstrated substantial disparities in academic resilience and problem-solving orientation based on gender, location, and type of management, with boys, urban students, and students from government schools scoring better. Also, a moderate positive association was found between academic resilience and problem-solving orientation, implying that students who successfully deal with academic obstacles also use proactive problem-solving tactics. The findings emphasize the significance of developing both resilience and problem-solving skills in secondary education in order to produce adaptive learners capable of overcoming obstacles and achieving long-term academic success.
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References
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