Academic resilience plays a central role in students' ability to adapt to academic demands and challenges, yet evidence regarding its measurement properties in non-Western higher education contexts remains limited. The present study examined the factorial structure, psychometric properties, and measurement invariance of the Thai version of the Academic Resilience Scale among undergraduate students. Using a large sample of Thai undergraduates, exploratory and confirmatory factor analyses were conducted to evaluate the latent structure of the scale. Results supported a five-factor model comprising Academic Growth Belief, Reflective Learning Orientation, Academic Persistence, Mental Strength, and Academic Social Support. The scale demonstrated satisfactory to excellent internal consistency across the total scale and all subscales. Confirmatory factor analysis indicated acceptable model fit, and multi-group measurement invariance testing provided evidence for configural, metric, scalar, and strict invariance across academic disciplines, including Science and Technology, Health Sciences, Humanities and Social Sciences, and Business Administration and Economics. These findings indicate that the scale assesses academic resilience equivalently across disciplinary contexts, supporting meaningful comparisons across fields of study. Overall, the results provide evidence for the reliability and construct validity of the Thai version of the Academic Resilience Scale and support its use in research on academic adaptation in higher education.
Kaewsawang et al. (Mon,) studied this question.