Factors Shaping Academic Resilience: A Mixed‐Method Exploration of High School Students' Resilience Experiences

ABSTRACT This study is a detailed examination of the factors affecting the academic resilience of senior high school students using a mixed‐method design. The quantitative part was carried out with 12th grade students (597 girls, 400 boys) aged 17–18. In this part, a demographic information form, the Westside Test Anxiety Scale, the Problematic Internet Use Scale‐Adolescent, the Ecological Education Value Perception Scale, the Academic Self‐Efficacy Scale and the Academic Resilience Scale were used. The criterion sampling method was used. The relationship between the variables was examined by hierarchical regression analysis. The quantitative findings revealed that test anxiety and problematic Internet use had a negative influence on academic resilience. Perceived social support and academic self‐efficacy had a positive relationship with academic resilience. In the qualitative part, the phenomenological method was used, and data were obtained through semi‐structured interviews with 6 female and 7 male students. The qualitative and quantitative findings concluded that the students used methods such as getting environmental support against failure, pressure, using self‐regulation skills, engaging in positive self‐talk, ignoring negative expressions behaviours around them and internal coping. The quantitative and qualitative results were discussed in the relevant literature.