Abstract

This investigation aimed to explore the relationship between academic resilience and academic achievement and the impact of various personal characteristics on academic resilience among students at a government college of education in Afzalpur. To measure academic resilience, the Academic Resilience Scale (ARS-30) developed by Cassidy (2015) was utilized. This scale examines individual aspects of academic resilience, including persistence, reflection, adaptive help-seeking, negative affect, and emotional reactivity. The study involved 353 participants who completed the ARS-30. The results indicated that higher levels of academic resilience were associated with greater academic success. Specifically, perseverance, reflection, and adaptive help-seeking activities were positively correlated with academic achievement, while emotional reactivity and negative affect were negatively correlated with academic success. These findings suggest that interventions fostering perseverance, reflection, adaptive help-seeking, and emotional regulation improve academic resilience and promote academic success among students.