Differences in Resilience between "Traditional" and "Non-Traditional" University Students

Autor/inn/en	Chung, Ethel; Turnbull, Deborah; Chur-Hansen, Anna
Titel	Differences in Resilience between "Traditional" and "Non-Traditional" University Students
Quelle	In: Active Learning in Higher Education, 18 (2017) 1, S.77-87 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1469-7874
DOI	10.1177/1469787417693493
Schlagwörter	Foreign Countries; Resilience (Psychology); Nontraditional Students; Comparative Analysis; Online Surveys; Student Surveys; Mental Health; Age Differences; Work Experience; Gender Differences; Educational Attainment; Parents; Income; Scores; Statistical Analysis; Likert Scales; College Freshmen; Australia + Suchen Sie Ihr Suchwort? Ausland; Schülerbefragung; Psychohygiene; Age; Difference; Age difference; Altersunterschied; Employment experience; Job experience; Occupational experience; Berufserfahrung; Geschlechterkonflikt; Bildungsabschluss; Bildungsgut; Eltern; Einkommen; Statistische Analyse; Likert-Skala; Studienanfänger; Australien
Abstract	Resilience is related to students' well-being and academic success. While challenges associated with students who are from historically underrepresented backgrounds (i.e. "non-traditional students") have been frequently reported, their resilience has received lesser attention. The primary purpose of this study was to compare levels of resilience between "traditional" and "non-traditional" students. First-year students participated in an online mental health survey which included a standardised measure of resilience, demographic questions and an item exploring students' own perception of being "non-traditional". The results showed that students who considered themselves to be "non-traditional" in life aspects, including age, employment and parenting responsibility, had significantly higher resilience compared to self-identified "traditional students". However, resilience levels of students who deemed themselves to be "non-traditional" in other domains (e.g. household income, cultural background) did not differ significantly from "traditional" students. The findings show that life experiences commonly affiliated with being a mature-aged student, including work and being a carer, may contribute to higher resilience. Implications in relation to practice and future research were discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01