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[www.e-aje.net](www.e-aje.net)[ ](www.e-aje.net)pp. 109-120  \nAcademic Resilience in College Students: Relationship between Coping and GPA  \nTiwatope Tope-Banjoko  \nM.S., Virginia State University, USA, [ttop4344@students.vsu.edu](ttop4344@students.vsu.edu)  \nVictoria Davis  \nM.S., Virginia State University, USA, [vdav8678@students.vsu.edu](vdav8678@students.vsu.edu)  \nKara Morrison  \nM.S., Virginia State University, USA, [kmor8669@students.vsu.edu](kmor8669@students.vsu.edu)  \nJohn Fife  \nPh.D., Virginia State University, USA, [jfife@vsu.edu](jfife@vsu.edu)  \nOliver Hill  \nPh.D., Virginia State University, USA, [ohill@vsu.edu](ohill@vsu.edu)  \nCheryl Talley  \nPh.D., Virginia State University, USA, [ctalley@vsu.edu](ctalley@vsu.edu)  \nThe Phenomenological Variant of Ecological Systems theory (PVEST) proposes that an individual’s identity is formed as a result of the daily life events they experience and their cultural background (McGee & Spencer, 2013; McGee & Spencer, 2012; Spencer, 2011; Spencer et. Al, 2015) . PVEST uses a systems-oriented human development perspective to maximize our understanding of not only resilience but also vulnerability and risk factors often experienced by marginalized youth (Talley, Scherer & Hill, 2018) . According to PVEST, the approach these individuals utilize to cope with these experiences, either adaptive or maladaptive contribute to identity formation. In this study, Mindfulness was explored as one possible adaptive coping mechanism to determine how well it predicts academic success. By operationalizing Mindfulness as an adaptive coping mechanism, we posited that adaptive coping would contribute positively to academic identity, measured as cumulative grade point average. The aim of this study was to determine how well mindfulness, cognitive-emotional regulation and selfhandicapping behaviours predict academic success in African American STEM students. This research is part of a larger longitudinal intervention aimed to increase retention of STEM majors. There was a total of 400 African American STEM students who participated in the study. Participants filled out questionnaires that measured self-handicapping, cognitive-emotional regulation, and mindfulness. The results reiterated the importance of incorporating self-regulation and mindfulness practices in education.  \nKeywords: coping, gpa, self-handicapping, cognitive-emotional regulation, mindfulness, pvest  \nINTRODUCTION  \nThe Phenomenological Variant of Ecological Systems (PVEST) theory, developed by Dr. Margaret Spencer, proposes that all humans experience vulnerabilities and supports as a normal part of life. The theory also posits that both risk and protective factors contribute to an individual’s identity formation  \nCitation: Tope-Banjoko, T., Davis, V., Morrison, K., Fife, J., Hill, O. & Talley, C. (2020) . Academic Resilience in College Students: Relationship between Coping and GPA. Anatolian Journal of Education, 5(2), 109-120.  \n[https://doi.org/10.29333/aje.2020.529a](https://doi.org/10.29333/aje.2020.529a)  \n110 Academic Resilience in College Students: Relationship between …  \nin the context of their culture and the daily life events they experience (McGee & Spencer, 2013; McGee & Spencer, 2012; Spencer, 2011; Spencer et. Al, 2015) . A combination of micro-and macro influences, developmental processes, interpersonal relationships and cognition-based perceptions yield either adaptive coping mechanisms (resilience) or maladaptive coping strategies. Over time a resulting identity is formed from these experiences and responses dictate their continued use: a habitual feedback loop (McGee & Spencer, 2013; McGee & Spencer, 2012; Spencer, 2011; Spencer et. Al, 2015) . Some researchers have described academic identity as an important element in successful college experience (Cokley, McClain, Jones & Johnson, 2011; Beasley, Chapman-Hilliard & McClain, 2016). I","cbCaivhIibG8YwyY","https://ap.wps.com/l/cbCaivhIibG8YwyY","pdf",393810,12,"English","# Introduction\n## PVEST framework and academic identity\n## Emotion regulation and cognitive-emotional regulation\n## Academic self-regulation and self-regulated learning","[{\"question\":\"What theoretical framework guides the study of academic resilience?\",\"answer\":\"The study is guided by the Phenomenological Variant of Ecological Systems theory (PVEST), which links vulnerabilities and supports to identity formation through daily life events and cultural background.\"},{\"question\":\"Which coping-related variables are examined as predictors of academic success?\",\"answer\":\"The study examines mindfulness as an adaptive coping mechanism, along with cognitive-emotional regulation and self-handicapping behaviors.\"},{\"question\":\"How is academic success operationalized in the research?\",\"answer\":\"Academic success is measured using cumulative grade point average (GPA), intended to reflect academic identity and outcomes.\"}]","Academic Resilience in College Students - Relationship between Coping and GPA | PDF",1792073131]