Psychological resilience in education: Adaptive learning and well-being
Abstract
Resilience in education is increasingly recognized as key to the support of individuals well-being and adaptive learning, particularly given the enormous challenges posed by the COVID-19 emergency. The capacity to deal with stress, adjust to new learning environments and achieve mental wellbeing has become an important part of the success of students at all levels. Despite the increasing awareness of resilience as a crucial factor in academic performance and mental welfare, little is known about the correlates of psychological resilience in students. This review of the literature discusses the impact of psychological resilience in education, specifically on adaptive learning, mental health, and well-being across various student populations including adolescents and emerging adults within higher educational contexts. The review also explores the effects of important variables i.e., social support, coping behaviors, burnout, anxiety and depression on resilience. Using the PRISMA approach, this review shows new trends and gaps in the literature as well as potential directions for further research studies. Results shows that psychological resilience is not only a protective element, but also contributed to social, environmental and school variables. A review shows the importance of resilience interventions for well-being and effective learning in educational settings, focusing on global challenges such as pandemics and climate change.
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References
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