Resilience and Grit Predict Fewer Academic and Career Concerns among First-Year Undergraduate Students during COVID-19

Autor/inn/en	Lytle, Ashley; Shin, Jiyun Elizabeth L.
Titel	Resilience and Grit Predict Fewer Academic and Career Concerns among First-Year Undergraduate Students during COVID-19
Quelle	In: Social Psychology of Education: An International Journal, 26 (2023) 1, S.227-240 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lytle, Ashley)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1381-2890
DOI	10.1007/s11218-022-09741-3
Schlagwörter	COVID-19; Pandemics; Higher Education; Undergraduate Students; Resilience (Psychology); Persistence; Affordances; Individual Characteristics; Student Experience + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausdauer; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Studienerfahrung
Abstract	Since March 2020, the COVID-19 pandemic has profoundly disrupted higher education in the United States (U.S.). During the first wave of infection and hospitalization, many universities and colleges transitioned classroom instruction to online or a hybrid format. In September 2021, classes largely returned to in-person after the COVID-19 vaccine was widely available and, in some cases, mandated on university and college campuses across the U.S. In the current research, first-year undergraduate students answered a series of questions about their resilience, grit, and perceived academic and career impacts from the ongoing COVID-19 pandemic in Spring (February/March-May) 2021 and 2022. Findings from a series of regression analyses showed that grit and resilience seemed to protect students and help them stay on track, even in the face of the global pandemic. Undergraduate students who reported higher levels of grit and resilience were less likely to worry about job opportunities shrinking as well as less likely to report changing their academic goals, career goals, and proposed major. Future directions and implications are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01