The Role of Resilience in the Academic Performance of State University Students During the Coronavirus Disease 2019 (Covid-19) Pandemic

“Dare to thrive, achieve and excel in the face of dangerous distractions in hostile surroundings and against painful obstacles in your path.”
-Betances, Winning the Future Through Education
This is a message from the well-known and outstanding African-American motivational speaker and writer, who is eminent for his success in inspiring willing learners to excel. His endeavor motivates every student who is struggling and facing lots of challenges to strive and shine, especially during difficult times. This exemplifies the ultimate goal of anyone who is willing to survive, surpass obstacles and achieve his/her goals whatever it takes.
The unprecedented challenges posed by global crises, such as the recent pandemic, significantly impact educational systems and student well-being (Tria, 2020). The abrupt shift from traditional face-to-face instruction to remote learning modalities, including online and modular approaches, presented substantial hurdles for students, particularly concerning access to resources, internet connectivity, and effective learning interactions with instructors (Barrot, Llenares & Del Rosario, 2021; Rotas & Cahapay, 2020). These educational disruptions contributed to increased stress among students (Dayagbil, Palompon, Garcia & Olvido, 2021).
In the Philippines, the Department of Education affirmed its commitment to continue education amidst the pandemic (Peoples Television News, 2020). However, this commitment necessitated a rapid and often unprepared transition for academic stakeholders to new learning environments, leading to considerable stress (Rotas & Cahapay, 2020; Barrot et al., 2021). Beyond the pandemic, the country simultaneously experienced various natural disasters, including earthquakes, typhoons, floods, and landslides. These events exacerbated existing difficulties, contributing to widespread economic, physical, and psychological distress (Tee et al., 2020). The Department of Health also reported a significant negative impact on mental health due to difficulties adjusting to the "new normal" (PTV News, 2021).
Mental health concerns, including depression and anxiety, have surged since the onset of the COVID-19 pandemic globally (WHO, 2020). In the Philippines, the National Center for Mental Health reported a substantial increase in depression cases (Menterona, 2020), and suicide statistics have risen considerably (Calleja, 2020). For instance, in Ifugao, the Provincial Social Welfare Development Office reported 16 completed suicides and 6 attempts in 2020, compared to 5 completed cases in 2019, with many involving young people and numerous unreported instances. This alarming trend prompted calls for immediate action from government agencies (Menardo Guevarra, IATF).
The pandemic's impact on education extended to student enrollment and academic performance. Globally, approximately 214 million students were out of school as of January 2021 due to the pandemic (UNESCO, 2021). In the Philippines, the Philippine Association of State Universities and Colleges (PASUC) noted that 44,069 students did not enroll in the academic year 2020-2021, citing fears of contamination, lack of gadgets, financial problems, and geographical distance from universities (CHED, 2020). This resulted in a decreaed enrollment rates ranging from 70% to 80% in State Universities and Colleges. Disruptions affected 96.7% of students enrolled during the pandemic (Mahdy, 2020), leading to subject failures, withdrawals, or incomplete grades due to resource limitations and connectivity issues (Rotas & Cahapay, 2020; Barrot et al., 2021).
Resilience is a critical quality that enables individuals to cope with challenges and achieve success (Burton, 2020; Gamble & Crouse, 2020). It plays a significant role in stress reduction (Delestre, 2016) and can mitigate susceptibility to depression (Britton, 2018). Resilience often develops in response to adversity, enabling individuals to "bounce back" and withstand struggles (Fernández, Diaz, & Saez, 2018). Individuals possess varying levels of resilience; those with higher levels tend to recover more easily and healthily from adversity (Zolkoski & Bullock, 2012; Romano, Angelini, Consiglo & Fiorilli, 2021). Studies consistently show that resilient individuals adapt, cope, and survive effectively even when facing numerous life challenges (Britton, 2018; Mallick & Kaur, 2016; Sarmiento, Ponce & Bertolin, 2020; Oducado, Lachica & Rabacal, 2020).
Academic performance, on the other hand, is a central concern in education, serving as a measure of student achievement and the effectiveness of educational institutions (Silverberg & Orbeta, 2016). It is typically assessed through grades, test scores, and successful program completion (Rodríguez, 2014). There are various factors influencing academic performance, including self-efficacy, personality, environmental factors, and challenges encountered by students (Cefai, 2008). Financial difficulties, family problems, and relationship issues are common obstacles leading to academic failure or dropping out (Orion, Forosuelo & Cavalida, 2018). Moreover, students from low socioeconomic backgrounds are often at higher risk of academic disengagement and failure due to limited access to educational resources (Rodríguez, 2014; Orion et al., 2018). However, some research suggests that minority students or those from low-socioeconomic families can demonstrate significant resilience, enabling them to persevere and succeed despite adversities (Delestre, 2016; Britton, 2018; Burton, 2020).
The importance of resilience in academic settings has been increasingly recognized, especially given contemporary challenges (Tanji et al., 2021). Resilience helps students maintain motivation, manage academic pressures, and achieve success (Britton, 2018; Burton, 2020). Studies by Fernández et al. (2018) and Britton (2018) highlight how resilience enables students to view challenges as opportunities for growth and improved academic performance. Fostering resilience, particularly by focusing on student strengths, is suggested as a way to enhance academic outcomes (Mwangi, Okatcha, Kinai & Ireri, 2015). Educators play a crucial role in developing essential behaviors, skills, and attitudes, including resilience, that contribute to academic success beyond content knowledge (Farrington et al., 2012). Also, supportive environments, including family, teachers, and school systems, are vital for nurturing resilience (Mallick & Kaur, 2016; Reyes & Elias, 2011; Burton, 2020; Bondy, Ross, Gallingane, & Hambacher, 2007; Waxman, Rivera, & Powers, 2012).
Numerous studies have explored the relationship between resilience and academic performance. Longitudinal studies by Scales et al. (2003) and Hanson and Austin (2003) found a positive association, indicating that increased resilience correlates with improved academic performance and higher test scores. Similarly, research on Mexican American high school students (Gonzalez and Padilla, 1997) and academically resilient students (Alva, 1991) consistently showed that resilient students achieve higher grades and maintain motivation despite stressors.
Further research supports this connection. Novotny and Keménková (2016) identified a significant relationship between resilience and academic performance in at-risk youth, emphasizing the importance of individualized psychological care and a sense of mastery. Studies by Mwangi et al. (2018) and McLafferty, Mallet, and McCauley (2012) also demonstrated a significant positive correlation, suggesting that resilience predicts both coping mechanisms at university and academic success. Fernández et al. (2018) also found that resilience significantly influences academic performance among adolescents, with highly resilient students outperforming those with lower resilience. Consistent with these findings, Mwangi et al. (2017) observed that students with moderate to high resilience levels achieved better academic outcomes, and Hassim, Strydom, and Strydom (2013) reported higher academic grades in highly resilient psychosocial science students. Zolkoski and Bullock (2012) further elaborated that academically resilient students exhibit positive traits like intrinsic motivation, optimism, self-regulation, and effective communication, leading to better academic performance, a finding echoed by Mallin, Walker, and Levin (2013).
In Asia, studies reinforce these findings. Tanji et al. (2021) in Japan and Akbarilakeh, Eftekharzadeh, and Khodakarim (2017) in Saudi Arabia reported a significant positive relationship between resilience and academic performance among nursing and dental students, respectively. Lia, Martin, and Yeung (2017) highlighted resilience's substantial impact on academic performance in children and young people. Okabe (2018) found that resilience enabled Filipino boys to excel academically by enhancing their ability to deal with difficulties. Qualitative studies in the Philippines also confirm resilience's positive influence on academic performance, contributing to lower academic burnout and increased academic capability (Rendeza, 2020; Lanuza, Rizal, Aligam & Uy, 2020).
These findings collectively suggest that higher levels of resilience enable students to better cope with stress, overcome struggles, and consequently improve their academic performance (Britton, 2018; Mwangi et al., 2017; Delestre, 2016).
Despite the compelling evidence, some studies indicate no significant relationship between resilience and academic performance. Hudzon (2007) at Florida State University found no significant correlation between resilience dimensions and college student grades. Similarly, Herrero (2014) reported a weak correlation, and studies by Sabitu, Babatunde, and Oluwole (2012) and Gross (2011) also failed to establish a significant link. Mallick and Kaur (2016) observed higher resilience among urban Indian senior secondary students compared to rural counterparts but found no significant relationship with academic achievement. These contrasting findings suggest that the relationship between resilience and academic performance may not be universal and could be influenced by various contextual factors.
Given the ongoing global challenges, particularly the COVID-19 pandemic's immense impact on education, there is a clear need for additional research on the relationship between student resilience and academic performance during such unprecedented times. While prior studies have explored these variables, current circumstances warrant a focused examination to inform educational institutions and policymakers.
In view of the discussion above, there were few studies conducted on the resilience and academic performance of students especially among the indigenous peoples in Ifugao, Philippines. Though there have been studies measuring student resilience and academic performance but they are not sufficient. Especially today that the Covid-19 pandemic immensely affected education, there is a need for additional studies on the relationship between resilience and academic performance of students particularly during the Covid-19 pandemic. This will aid educational institutions and educators in their planning or development of contingency plans or programs for an unanticipated event like the COVID-19 pandemic to sustain the delivery of educational services even during unforeseen events. This study aims to assess the resilience and academic performance of college students during the COVID-19 pandemic and to explore the relationship between these two variables. Specifically, it will measure the level of resilience and academic performance among college students, and investigate whether specific dimensions of resilience, such as personal competence and acceptance of self and life, predicts their academic performance. The findings are expected to raise awareness among educational institutions, educators, school administrators, parents, and guardians about the critical importance of fostering student resilience for both academic success and overall life achievements.

Betances, Winning the Future Through Education

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