The Influence of Traits of Resilience and Internalising Symptoms of Mental Health on the Transition From Secondary to Post‐Secondary in Canada
Bibliographic Data
| ID | 21446349 |
|---|---|
| Authors | Ana Badal (0000-0002-2383-2702, Department of Psychology York University, Glendon Campus North York Ontario Canada, corresponding author), Elizabeth Wanstall (Department of Psychology York University North York Ontario Canada), Elizabeth A Wanstall (York University), Guy Proulx (Department of Psychology York University, Glendon Campus North York Ontario Canada) |
| Year | 2025 |
| Volume | 60 |
| Issue | 4 |
| Publication date | 2025-12-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | European Journal of Education (JOURNAL) |
| Journal identifiers | ISSN: 0141-8211 • E-ISSN: 1465-3435 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/ejed.70334 |
| OpenAlex | W4416728661 |
| Language | EN |
| References cited | 36 |
Research on the transition from high school to university supports that over 90% of students will notice their grades decrease when entering first‐year university. However, the nature of this drop remains largely unknown. The current study proposes a path analysis model to explore the mechanism by which traits of resilience (i.e., locus of control, self‐efficacy, resilience, academic resilience and academic buoyancy) may influence grade point average (GPA) changes in students transitioning from a secondary to post‐secondary institution in Canada. The influence of student mental health on these variables was also of interest. One hundred and thirty‐nine students responded to scales assessing their locus of control (LOC), self‐efficacy, resilience, academic resilience, anxiety and depression. A basic change score was computed to quantify GPA changes during this transition. The path analysis revealed that higher self‐efficacy and internal LOC predicted higher scores of academic resilience but not GPA changes. Supplementary analyses revealed anxiety and depression were the only variables significantly related to all the model variables, including academic resilience and GPA change scores. In turn, personality constructs may influence the academic resilience of students; however, mental health may significantly influence the relationships between these constructs, academic resilience and GPA changes. Considering the COVID‐19 pandemic, the current findings may highlight the increasing impact of internalising symptoms of mental health on academic performance in a remote learning setting
Academic achievement · Anxiety · Big Five personality traits · Locus of control · Mental health · Path analysis (statistics) · Psychological resilience · COVID-19 and Mental Health · Grit, Self-Efficacy, and Motivation · Resilience and Mental Health
Crossing the Finish Line
Academic buoyancy
The Patient Health Questionnaire Somatic, Anxiety, and Depressive Symptom Scales
Examining the Relationships Between Resilience, Mental Health, and Academic Persistence in Undergraduate College Students
Resilience Building in Students
Academic Resilience in Mathematics among Poor and Minority Students
Generalized expectancies for internal versus external control of reinforcement.
Validation of a New General Self-Efficacy Scale
The brief resilience scale
Overcoming adversity
Relationship of Locus of Control Inventory for Three Achievement Domains (Locitad) to Two Other Locus of Control Measures
First-year academic achievement
Self-Motivation for Academic Attainment
The Academic Resilience Scale (ARS-30)
Cultural meaning of perceived control
| Highly cited | No |
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