Promoting academic satisfaction andperformance: Building academic resiliencethrough coping strategies

Abstract

The aim of this article is twofold: (a) to validate thepsychometric properties of the Academic Resilience Scale(AR‐S) in a Spanish university context; and (b) to test amodel where different coping strategies are antecedents ofAR, and where academic satisfaction and performance areits consequences. The studies were conducted with 185(study 1) and 780 (study 2) students. In study 1, theconstruct validity, reliability, and convergent and divergentvalidity of the AR‐S were analyzed. The hypothesized model(study 2) was tested using structural equation modeling. Theresults confirmed the good psychometric properties of theAR‐S in the Spanish context, providing evidence of itsvalidity. Furthermore, the distinctive role of different copingstrategies in resilience was confirmed, as well as therelationship between resilience and academic satisfaction.No direct relationship between resilience and performancewas found, highlighting the full mediation of satisfaction.