UNESCO Chair on Science Education, Dragomanov Ukrainian State University, Pyrohova 9, Kyiv, 01601, Ukraine.
Institute of Pedagogy, University of the National Education Commission, 4 Ingardena St., 30-060, Krakow, Poland.
Sci Rep. 2024 Jan 10;14(1):1000. doi: 10.1038/s41598-024-51388-x.
Academic resilience explains how students overcome various challenges or negative experiences that can hinder the learning process. The COVID pandemic as well as war conflicts might be significant factors affecting the structure of the academic resilience of students. This study attempted to assess the extent to which the Cassidy's construct of resilience can be used to interpret the behavior of other-Polish and Ukrainian samples, under remote education caused by the COVID-19 pandemic and Russian military aggression against the Ukrainian civils. Second, the relationships between resilience and students' self-efficacy were estimated. To test the factor structure of the resilience exploratory and confirmatory factor analyses were conducted. Assumed structure reproduced to a greater extent among Polish (83.4% similarity) than in Ukrainian respondents (from 27 to 40%) and it was three or two factors for Polish and Ukrainian students, respectively. General self-efficacy positively correlated with resilience both among Polish and Ukrainian respondents confirming the concurrent validity of the scale. The discovered differences were explained by differences in the historical and sociocultural experiences of the two nations. If among Ukrainian students historical and social experiences actually lead to the formation of a pattern of Perseverance in Overcoming Problems, then in the factor analysis, this pattern should be reproduced in the form of a single factor. At the same time, experiences with negative emotions should give a second-factor Negative affect and emotional response. The results obtained confirmed this assumption.
学术韧性解释了学生如何克服各种可能阻碍学习进程的挑战或负面经历。新冠疫情和战争冲突可能是影响学生学术韧性结构的重要因素。本研究试图评估卡西迪韧性结构在多大程度上可以用于解释在新冠疫情远程教学和俄罗斯对乌克兰平民的军事侵略背景下，其他波兰和乌克兰样本的行为。其次，估计了韧性与学生自我效能感之间的关系。为了检验韧性的因子结构，进行了探索性和验证性因子分析。假设结构在波兰受访者中（相似度为 83.4%）比在乌克兰受访者中（从 27%到 40%）得到了更大程度的再现，并且对于波兰和乌克兰学生分别为三个或两个因素。一般自我效能感与波兰和乌克兰受访者的韧性呈正相关，这证实了该量表的同时效度。发现的差异可以用这两个国家的历史和社会文化经验的差异来解释。如果乌克兰学生的历史和社会经验实际上导致了克服问题的坚持模式的形成，那么在因子分析中，这种模式应该以单一因素的形式再现。同时，负面情绪的经历应该产生第二个因素——负面情绪和情绪反应。所获得的结果证实了这一假设。
