Coping strategies predicting resilience to academic difficulties in students with mental and/or physical chronic health conditions: a longitudinal study

Resilience to academic difficulties has been identified as a key factor in promoting academic success. However, students with mental and/or physical chronic health conditions (CHCs) may be at greater risk for experiencing academic difficulties (e.g. learning difficulties, avoiding classes) and diminished resilience. Resiliency theory suggests that internal resources (e.g. coping strategies) may be utilised to promote growth in and maintain higher levels of resilience despite academic difficulties. However, lack of resilience literature on students with CHCs is exacerbated by studies with imprecise coping factors, mixed findings, and cross-sectional designs. To address those limitations, the present study is a longitudinal examination of reported academic difficulties as well as coping and emotion regulation strategies that predict resilience in undergraduate students with CHCs who reported at least one academic difficulty (n = 279). Participants completed online surveys assessing academic difficulties and resilience, coping and emotion regulation strategies, college stress, perceived loneliness, internalised stigma, quality of life, and demographic characteristics. Surveys were completed during Fall, Winter, and Spring quarters. Students with CHCs most frequently reported avoiding/refusing to go to class, learning difficulties, and CHCs affecting coursework. In a controlled multilevel model, positive reframing predicted growth in resilience across an academic year. Further, cognitive reappraisal promoted higher levels of resilience and disengagement and self-blame diminished resilience. Findings may guide efforts to support behaviours that promote resilience in students with CHCs.