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University inductees may be increasingly vulnerable to stressors during transition into higher education (HE) and require psychological resilience to achieve academic success.The aims of this study were to profile inductees' resilience and investigate links to prospective end of year academic achievement.Initial findings from a validated Connor-Davison Resilience Scale (CD-RISC) suggested that resilience and end of Year 1grades were similar for all 1534 inductees in a single UK university.A four-stage analysis revealed that incremental resilience was more facilitative of females' prospective academic attainment, whereas resilience was less functional and more convoluted for males.This distinctive study has implications for student support practices and highlights that the relationship between resilience and academic achievement requires further consideration in HE.
Allan et al. (Mon,) studied this question.