The Influence of Adversity Intelligence on Academic Resilience among Secondary School Students

This study investigated adversity intelligence and self-esteem as correlates of academic adjustment among Senior Secondary School Students in the Rivers East Senatorial District of Rivers State. The research employed a correlational design and was guided by six research questions and six hypotheses. The population consisted of 41,602 senior secondary school students, from whom a sample of 350 students was selected using both stratified and simple random sampling techniques. Data collection was carried out using a self-developed questionnaire titled “Adversity Intelligence, Self-Esteem and Academic Adjustment Questionnaire” (AISEAAQ). The instrument was divided into two sections: Part A captured demographic data (school name, gender, class level), Part B comprised three sub-scales assessing Adversity Intelligence (AI), Self-Esteem (SE), and Academic Adjustment (AA). The instrument was validated by the researcher’s supervisor and two experts in Measurement and Evaluation from the Department of Educational Psychology, Guidance and Counselling, Ignatius Ajuru University of Education, Port Harcourt. Reliability was determined using Cronbach Alpha, based on responses from 40 non-sample students. The following reliability coefficients were obtained: AI (α = 0.85), SE (α = 0.88), and AA (α = 0.88), indicating strong internal consistency. Pearson Product Moment Correlation was used to analyze the data and test the hypotheses at a 0.05 level of significance. The findings revealed significant positive relationships between: Adversity awareness and academic adjustment, Adversity management and academic adjustment, and Self-awareness, self-image, self-acceptance, self-respect and academic adjustment among senior secondary school students. The study recommended that parents and teachers should guide students to become more self-aware and better manage their school environment. Emphasis was also placed on building students' self-image to reduce vulnerability to negative peer pressure and promote academic success. Additionally, school counsellors were urged to support the development of students’ self-esteem to enhance their ability to navigate adversity and improve academic adjustment.