ArticleBMC psychology2025
Academic resilience as a mediator between meaning in life and subjective happiness among undergraduate students at the university of education, Winneba.
Article in BMC psychology, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 papers.
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Who cites it
7 citing papers in PubMed.
- Perceived Academic Support and Mental Well-Being Among Vocational Education and Training (TVET) Trainees in Kenya: The Mediating Role of Academic Resilience.European journal of investigation in health, psychology and education · 2026Article
- The relationship between smartphone addiction and academic burnout among physical education teacher students: a chain mediating of meaning in life and physical exercise.Frontiers in psychology · 2026Article
- Perceived social support and psychological wellbeing among vocational college students: the serial mediating roles of school belonging, academic self-efficacy, and psychological resilience.Frontiers in psychology · 2026Article
- Pathways to meaning: how family functioning shapes meaning in life through school belonging among Chinese adolescents.Frontiers in psychology · 2026Article
- Prosocial behaviors as a serial mediator in the association between psychological resilience and meaning in life among sports science students: a cross-sectional study.Frontiers in psychology · 2026Article
- Sexual Behaviour and Masturbation Practices: Impacts on Psychological well-being among tertiary students in Ghana.Reproductive health · 2025Article
- Well-being in the post-pandemic era: the role of meaning in life and resilience.Frontiers in psychology · 2025Article
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2 authors.
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Abstract
backgroundAcademic resilience, defined as the ability to effectively adapt to academic challenges and setbacks, plays a crucial role in students' psychological wellbeing and happiness. However, its mediating role between meaning in life and subjective happiness remains underexplored. This study examined how academic resilience influences this relationship among students.
methodsA quantitative cross-sectional design was employed, with purposive and convenience sampling methods used to recruit 450 participants (aged 19 to 47 years, M = 27.01, SD = 5.48), comprising both undergraduate and postgraduate students. The study was conducted between August 2023 and July 2024. In gathering the data, three psychological constructs were assessed using validated measures: The Academic Resilience Scale (ARS), the Meaning in Life Questionnaire (MLQ), and the Subjective Happiness Scale (SHS). Structural equation modeling (SEM) with bootstrapped confidence intervals was utilized to test mediation effects.
resultsFindings indicated that academic resilience significantly mediated the relationship between meaning in life and subjective happiness. Generally, the results indicate a significant direct effect (Direct Effect = 0.347, p <.001) between meaning in life and academic reliance. The mediation effect reveals a significant indirect effect (Indirect Effect = 0.066, 95% CI [0.033, 0.108], p <.001) in the relationship between meaning in life and academic reliance, mediated by both academic resilience and a sense of hope. Specifically, perseverance positively influenced both meaning in life and subjective happiness, while negative affect exhibited a negative mediating effect. However, reflecting did not significantly mediate the relationship.
conclusionThis study highlights the importance of academic resilience, particularly perseverance, in enhancing students' wellbeing and happiness. Findings suggest that interventions aimed at fostering perseverance and managing negative affect could be valuable for improving students' academic success and psychological wellbeing. These insights provide actionable recommendations for educators, policymakers, and mental health professionals in designing strategies that promote resilience in academic settings.
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