The relationship between resilience and student success among a sample of South African engineering students

Abstract

There is a growing need to understand the role of non-cognitive factors in relation to university students’ academic performance and successful adaptation to university life. This study investigated the relationship between the non-cognitive factor “resilience” and student success (academic performance, turnover intentions, brain-body optimisation) among South African university students. This cross-sectional correlational study analysed data from 360 first-year students. Self-report data were collected using the Neurozone Assessment, comprising two subscales: the Brain Performance Diagnostic and the Resilience Index. Turnover intentions were assessed using the Neurozone Assessment, and students’ academic marks were obtained via the university’s management information system. Correlational analyses revealed significant positive relationships between the Stress Mastery and Positive Affect components of resilience and academic performance, a significant negative relationship between the Positive Affect component of resilience and turnover intentions, as well as significant positive relationships between brain-body optimisation and all three components of resilience (Stress Mastery, Positive Affect, and Early-Life Stability). Through regression analyses, we identified the behavioural predictors that underlie resilience and outline a framework for implementing behavioural interventions to enhance resilience and increase student success. Resilience is an important non-cognitive determinant of student success in first-year students.

Keywords

• academic performance
• engineering students
• resilience
• student success