[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-450989-105":3,"detail-sidebar-cat-0-en-105":79,"doc-detail-450989-en":129},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":72,"head_meta":74,"extra_data":76,"updated_unix":78},105,"en","resilience-in-higher-education-a-conceptual-model-and-its-empirical-analysis-special-issue","Resilience in Higher Education: A Conceptual Model and its Empirical Analysis - Special Issue","","This research analyzes how the resilience of higher education students is shaped during the undergraduate program through personal and contextual factors. A resilient student faces a high burden of stress and/or adversity during the degree but reaches the end of the program satisfied and/or committed to the chosen career. Based on a literature review, the Academic Resilience Model (ARM) is developed, identifying stress/adversity sources and protective mechanisms/factors. The model is tested with a phenomenology-based qualitative study at a public university in Brazil.",{"@graph":14,"@context":71},[15,34,54],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/resilience-in-higher-education-a-conceptual-model-and-its-empirical-analysis-special-issue/450989/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":48,"encodingFormat":47,"isAccessibleForFree":49,"interactionStatistic":50},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/resilience-in-higher-education-a-conceptual-model-and-its-empirical-analysis-special-issue/450989.png","ImageObject",300,407,{"name":42,"@type":43},"Oliver","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-09-30",true,{"@type":51,"interactionType":52,"userInteractionCount":4},"InteractionCounter",{"@type":53},"ViewAction",{"@type":55,"mainEntity":56},"FAQPage",[57,63,67],{"name":58,"@type":59,"acceptedAnswer":60},"What does the study investigate about resilience in higher education students?","Question",{"text":61,"@type":62},"It investigates how student resilience is shaped during undergraduate education by personal and contextual factors.","Answer",{"name":64,"@type":59,"acceptedAnswer":65},"What model is developed in the research, and what does it explain?",{"text":66,"@type":62},"The Academic Resilience Model (ARM) explains the sources of stress and/or adversity and the protective mechanisms and/or factors that affect students throughout the program.",{"name":68,"@type":59,"acceptedAnswer":69},"How is the ARM tested and what are the main findings?",{"text":70,"@type":62},"ARM is empirically tested using a phenomenology-based qualitative study at a public university in Brazil. Validation indicates that stress/adversity and protective factors come from individual, academic, and external systems.","https://schema.org",{"og:url":32,"og:type":73,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":75,"canonical":32},"index,follow",{"doc_id":77,"site_id":7},450989,1790734164,{"code":4,"msg":80,"data":81},"success",[82,86,90,94,99,104,109,113,118,121,125],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":83,"show_sort_weight":84,"slug":85},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":87,"show_sort_weight":88,"slug":89},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":91,"show_sort_weight":92,"slug":93},"Exam",70,"exam",{"id":95,"doc_module":4,"doc_module_name":25,"category_name":96,"show_sort_weight":97,"slug":98},5,"Comic",60,"comic",{"id":100,"doc_module":4,"doc_module_name":25,"category_name":101,"show_sort_weight":102,"slug":103},6,"Technology",50,"technology",{"id":105,"doc_module":4,"doc_module_name":25,"category_name":106,"show_sort_weight":107,"slug":108},7,"Healthcare",40,"healthcare",{"id":110,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":111,"slug":112},8,30,"research-report",{"id":114,"doc_module":4,"doc_module_name":25,"category_name":115,"show_sort_weight":116,"slug":117},9,"Religion & Spirituality",20,"religion-spirituality",{"id":116,"doc_module":4,"doc_module_name":25,"category_name":119,"show_sort_weight":116,"slug":120},"World Cup","world-cup",{"id":122,"doc_module":4,"doc_module_name":25,"category_name":123,"show_sort_weight":122,"slug":124},10,"Lifestyle","lifestyle",{"id":126,"doc_module":4,"doc_module_name":25,"category_name":127,"show_sort_weight":95,"slug":128},19,"General","general",{"code":4,"msg":80,"data":130},{"doc_id":77,"user_id":131,"nickname":42,"user_avatar":132,"doc_module":4,"category_id":110,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":4,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":138,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":78,"read_time":143},8796095461610,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","SPECIAL ISSUE  \nStudent Experience in Latin American Higher Education  \neducation policy analysis archives  \nA peer-reviewed, independent, open access, multilingual journal  \nArizona State University  \n\n| Volume 29 Number 156 | November 22 , 2021 | ISSN 1068-2341 |\n| --- | --- | --- |\n\nResilience in Higher Education: A Conceptual Model and its  \nEmpirical Analysis  \nSamuel de Oliveira Durso  \nFaculdade FIPECAFI  \nBrazil  \nLuís Eduardo Afonso  \nUniversidade de São Paulo  \nBrazil  \n&  \nSusan Beltman  \nCurtin University  \nAustralia  \nCitation: Durso, S. de O., Afonso, L. E., & Beltman, S. (2021) . Resilience in higher education: A conceptual model and its empirical analysis. Education Policy Analysis Archives, 29(156) . [https://doi.org/10.14507/epaa.29.6054](https://doi.org/10.14507/epaa.29.6054) This article is part of the special issue, Student Experience in Latin American Higher Education, guested edited by Sergio Celis and María Verónica Santelices.  \nAbstract: This research analyzes how the resilience of higher education students is shaped during the undergraduate program by personal and contextual factors. In this research, the resilient student isone who faces a high burden of stress and/or adversity during their undergraduate course but manages to reach the end of the program satisfied and/or committed to the chosen career. Based on the literature review, we developed the Academic Resilience Model (ARM), which explains the sources of stress and/or adversity, as well as the protective mechanisms and/or factors that affect students throughout the program. We empirically test this model by conducting a phenomenology-  \nbased qualitative study at a public university in Brazil. The results of ARM validation indicate that the main sources of stress and/or adversity and protective mechanisms and/or factors come from individual, academic and external systems. Examples of sources of stress/adversity were the low initial motivation for the program, personal health problems, faculty didactic-pedagogical deficiency, difficulties in relationships with peers, and competing professional demands. On the other hand, the main protective mechanisms/factors identified were the capacity of adaptability, self-control, personal organization, good relationships with the faculty, integration with peers, and support of family. The research enabled identification of how resilience helps students to overcome barriers in higher education, generating important results for future education policies.  \nKeywords: resilience; retention; higher education; phenomenology  \nResiliencia en la educación superior: Un modelo conceptual y su análisis empírico Resumen: Esta investigación analiza cómo la resiliencia de los estudiantes de educación superior se configura durante el programa de pregrado por factores personales y contextuales. En esta investigación, el estudiante resiliente es aquel que enfrenta una alta carga de estrés y/o adversidad durante su carrera de pregrado, pero logra llegar al final de los estudios satisfecho y/o comprometido con la carrera elegida. A partir de la revisión de la literatura, desarrollamos el Modelo de Resiliencia Académica (MRA), que explica las fuentes de estrés y/o adversidad, así como los mecanismos de protección y/o factores que afectan a los estudiantes a lo largo del programa. Probamos empíricamente este modelo mediante la realización de un estudio cualitativo basado en la fenomenología en una Universidad Pública de Brasil. Los resultados de la validación MRA indican que las principales fuentes de estrés y/o adversidad y los mecanismos y/o factores de protección provienen de los sistemas individuales, académicos y externos. Ejemplos de fuentes de  \nestrés/adversidad fueron la baja motivación inicial para el programa, los problemas de salud personal, la deficiencia didáctico-pedagógica del profesorado, las dificultades en las relaciones con los compañeros y las demandas profesionales en competencia. Por otro lado, los pri","cbCaiks2Fx6iRU8c","https://ap.wps.com/l/cbCaiks2Fx6iRU8c","pdf",611730,21,"English","# Resilience in Higher Education: A Conceptual Model and its Empirical Analysis\n## Abstract\n## Keywords","[{\"question\":\"What does the study investigate about resilience in higher education students?\",\"answer\":\"It investigates how student resilience is shaped during undergraduate education by personal and contextual factors.\"},{\"question\":\"What model is developed in the research, and what does it explain?\",\"answer\":\"The Academic Resilience Model (ARM) explains the sources of stress and/or adversity and the protective mechanisms and/or factors that affect students throughout the program.\"},{\"question\":\"How is the ARM tested and what are the main findings?\",\"answer\":\"ARM is empirically tested using a phenomenology-based qualitative study at a public university in Brazil. Validation indicates that stress/adversity and protective factors come from individual, academic, and external systems.\"}]","Resilience in Higher Education: A Conceptual Model and its Empirical Analysis - Special Issue | PDF",53]