Academic resilience as a mediator between meaning in life and subjective happiness among undergraduate students at the university of education, Winneba.

BACKGROUND

Academic 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.

METHODS

A 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.

RESULTS

Findings 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.

CONCLUSION

This 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.