Relationship of academic self-efficacy and mindset on academic resilience

This study explores the contributive factors of academic self-efficacy and mindset upon academic resilience in a population of 258 BSN nursing students in the Southwest region of the U.S. A confirmatory factor analysis was the first step to identifying latent variables that are supported in the research. The measurement models for the ARS-30, SELF-A, and mindset tools demonstrated adequate model fit indices, including the chi-square model of fit, RMSEA, and CFI. The factor loadings were evaluated for adequate fit. Three latent factors of academic self-efficacy were identified studying, test-prep, and note-taking. The latent factors of academic resilience were identified as perseverance, motivation, and self-regulation. The structural equation model (SEM) for academic resilience met the recommendations for composite reliability. The SEM analysis supports that mindset and academic self-efficacy are significantly associated with academic resilience. The amount of variance of academic resilience explained by academic mindset was r²=0.124 and for academic self-efficacy r²=0.432. When regressing academic resilience on academic self-efficacy and academic mindset the r2=0.456, which supports that academic mindset and academic self-efficacy share some of the explained variance of academic resilience. The correlation of mindset with academic self-efficacy was found to be 0.335. The analysis supports the hypothesis “mindset and academic self-efficacy are significantly associated with academic resilience.” The mixed method of concurrent triangulation design and the analysis of quantitative and qualitative data provided insight into research questions one, two, and three. The variance in academic resilience is associated with both academic self-efficacy and academic mindset. Academic self-efficacy was shown to have a higher association with academic resilience than mindset in this population than mindset.