Academic Resilience and its Relationships With Academic Achievement Among Students of King Faisal University in Saudi Arabia

Introduction: This study delves into academic resilience and its impact on students' academic achievement at King Faisal University in Saudi Arabia. Academic resilience refers to students' ability to navigate challenges, setbacks, and stress in the academic environment. Objective: The research aims to assess academic resilience among college students and explore its correlation with academic performance. Additionally, it investigates the internal and external factors contributing to academic resilience and their combined influence on students' ability to overcome obstacles and achieve success. Theoretical Framework: This study adopted the vision of Cassidy (2015) in classifying academic resilience into three components; perseverance, reflective and adaptive help-seeking, and negative affect and emotional response. The relationships among these variables were examined in the present study. Method: A descriptive research design with correlational and comparative methods was used in this study. A cluster random sample of 600 undergraduates was selected, ensuring diversity in gender, academic specialization, and academic year. Results and Discussion: As a result of this research, it was determined that there were positive significant relationships between academic resilience and academic achievement, in addition, academic resilience was found to be high with its sub-dimensions perseverance, followed by adaptive help-seeking. However, no significant differences were found in academic resilience based on gender. Research Implications: By exploring the multifaceted nature of academic resilience and its implications for academic achievement, this study contributes to the existing knowledge on resilience in education. Also, the present study highlighted the significance of fostering academic resilience among students.