The relationship between resilience and academic success among a sample of South African engineering students

This study investigated the relationship between the non-cognitive factor “resilience” and student success (academic performance, turnover intentions, brain-body optimization) among South African university students.

We identified the behavioral predictors that underlie resilience and outline a framework for implementing behavioural interventions to enhance resilience and increase student success.

Results revealed:

• Significant positive relationships between the Stress Mastery and Positive Affect components and academic performance
• A significant negative relationship between Positive Affect and turnover intentions
• Significant positive correlations between the brain-body optimization score and all three components of resilience