ArticleFrontiers in psychology2021
The Role of Academic Resilience, Motivational Intensity and Their Relationship in EFL Learners' Academic Achievement.
Article in Frontiers in psychology, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 24 papers.
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Who cites it
24 citing papers in PubMed.
- The pursuit of happiness: Unraveling its key determinants among nursing students in Pakistan.Pakistan journal of medical sciences · 2026Article
- Pre-tertiary academic preparation, psychological preparedness, and academic performance among nursing students in Ghana: a cross-sectional study.BMC medical education · 2026Article
- Mechanisms influencing group teaching learning achievement in university students: the mediating role of social loafing.Frontiers in psychology · 2026Article
- Psychological mechanisms of stress on achievement motivation in college students-the mediating effect of psychological resilience.Frontiers in psychology · 2026Article
- Navigating workaholism, life balance, and quality of life among academic nurse educators: exploring the role of resilience.BMC nursing · 2025Article
- Examining the Effects of Academic Stress, Self-Efficacy, Cognitive-Behavioral Outcomes, Psychological Distress, and Prosocial Behavior: A Moderated-Mediation Model.Brain and behavior · 2025Article
- Bullying and Cyberbullying Are Associated with Low Levels of Motivational Beliefs Toward Learning in Youth.European journal of investigation in health, psychology and education · 2025Article
- Examining Factors Associated with Attrition, Strategies for Retention Among Undergraduate Nursing Students, and Identified Research Gaps: A Scoping Review.Nursing reports (Pavia, Italy) · 2025Review
- Academic Resilience and its Relationship With Emotional Intelligence and Stress Among University Students: A Three-Country Survey.Brain and behavior · 2025Article
- The effects of therapeutic horticulture on student well-being and academic resilience.Frontiers in psychology · 2025Article
- Article
- The relationship between social safeness and pleasure and resilience levels among university athletes: A descriptive study.PloS one · 2025Article
- Perceived academic support and academic achievement among Ethiopian first-year university students: the serial mediating roles of academic motivation and resilience.Frontiers in psychology · 2025Article
- Resilience and prosociality: pathways to strengthen teachers' self-efficacy in the classroom.Frontiers in psychology · 2025Article
- Supervisor-postgraduate relationship and perceived stress: the mediating role of self-efficacy and the moderating role of psychological resilience.BMC psychology · 2024Article
- Managing Stress and Somatization Symptoms Among Students in Demanding Academic Healthcare Environments.Healthcare (Basel, Switzerland) · 2024Article
- Mediating role of academic competence in the relationship between perceived teaching style and academic resilience among adolescents.BMC psychology · 2024Article
- Exploring the roles of academic expectation stress, adaptive coping, and academic resilience on perceived English proficiency.BMC psychology · 2024Article
- Actions speak louder than words: modifications of the applied academic books and their reflections on students' academic success, academic enjoyment, and academic resilience.BMC psychology · 2024Article
- The association between mindfulness, resilience, and academic achievement of pharmacy students in Saudi Arabia.Frontiers in public health · 2024Article
Corrections and comments
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Authors and funding
2 authors.
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Abstract
The aim of developing academic resilience and motivational intensity, as two constructs of positive psychology, is to increase learners' capability to compete with each other even in adverse conditions. Different types of academic resilience are conceptualized and germane literature about the relationship between academic resilience and academic achievement is provided. Literature showed that some socio-affective factors (e.g. peer relations, parents' high expectations, teachers' attention, and kindness, etc.), socio-economic factors (e.g. the financial contribution of parents' to education, economic and social class level, etc.), and affective factors (e.g. anxiety, self-efficacy, motivation and so on) can influence learners' academic achievement and policy makers' decision in providing an appropriate context for learning. In the end, the pedagogical implications are expounded to foster the language learning quality and to develop a language educational system. Suggestions for further research are provided to develop the existent literature on the relationship between academic, motivational intensity, and learners' academic achievement.
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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.