Amoadu Mustapha, Agormedah Edmond Kwesi, Obeng Paul, Srem-Sai Medina, Hagan John Elvis, Schack Thomas
Department of Health, Physical Education and Recreation, University of Cape Coast, Cape Coast CC 3321, Ghana.
Department of Business & Social Sciences Education, University of Cape Coast, Cape Coast CC 3321, Ghana.
Children (Basel). 2024 Apr 24;11(5):512. doi: 10.3390/children11050512.
Senior high school (SHS) students are at risk of stress and other adverse exposures that may negatively affect their well-being and possibly cause attrition. The concepts of academic resilience and well-being share commonality as psychological attributes linked to positive functioning among students. Despite this connection, there seems to be limited research exploring these concepts across genders among SHS students in developing regions. This study examined the gender difference in academic resilience and well-being among SHS students in Ghana. Using a cross-sectional survey design, 190 SHS students in three schools from Kwahu North and South district (i.e., Afram Plains) of Ghana's Eastern Region completed the Academic Resilience Scale (ARS-30) and College Student Subjective Wellbeing Questionnaire (CSSWQ). The sample consists of 102 males and 88 females, with a mean age of 17.83 years. The data were analyzed using independent samples -tests and hierarchical regression. The study established that students have a moderate level of academic resilience and a higher level of well-being, with no statistically significant variation in students' academic resilience ( = 0.718; = 0.474) or well-being ( = -1.596; = 0.112) across gender. Further, the study discovered that resilience significantly predicted academic well-being ( = 0.425; = 0.050; = 8.50; < 0.001). This study highlights the importance of promoting gender-sensitive intervention strategies that enhance the academic resilience and well-being of SHS students and help boost their educational attainment.
高中生面临压力和其他不良暴露的风险，这些可能会对他们的幸福感产生负面影响，并可能导致辍学。学业恢复力和幸福感的概念具有共同之处，它们都是与学生积极功能相关的心理属性。尽管存在这种联系，但在发展中地区，针对高中生中不同性别的这些概念进行探索的研究似乎有限。本研究考察了加纳高中生在学业恢复力和幸福感方面的性别差异。采用横断面调查设计，来自加纳东部地区夸胡南北区（即阿夫拉姆平原）三所学校的190名高中生完成了学业恢复力量表（ARS - 30）和大学生主观幸福感问卷（CSSWQ）。样本包括102名男性和88名女性，平均年龄为17.83岁。数据采用独立样本t检验和分层回归进行分析。研究发现，学生的学业恢复力处于中等水平，幸福感处于较高水平，不同性别的学生在学业恢复力（t = 0.718；p = 0.474）或幸福感（t = -1.596；p = 0.112）方面没有统计学上的显著差异。此外，研究发现恢复力显著预测了学业幸福感（β = 0.425；p = 0.050；F = 8.50；p < 0.001）。本研究强调了推广对性别敏感的干预策略的重要性，这些策略可以增强高中生的学业恢复力和幸福感，并有助于提高他们的教育成就。
