A Cohort Study of Academic Resilience and Mental Health of Higher Secondary School Students in Mizoram

Abstract

Pupils that excel academically seem to have a network of friends, family, and instructors who they can lean on in trying or stressful times. Resilience aside, a student's propensity to rationalise his achievements and shortcomings in the classroom has an impact on his academic achievement. An individual's justification for his academic accomplishment in school is known as academic attribution. The functional attributional approach promotes confidence in a student's skills and gives them a sense of control over academic occurrences. Academic progress is hampered by a dysfunctional attributional style. Pupils that adopt this approach attribute failure results on internal, stable, and external factors and preserve their mental health. The dynamic process of resilience involves the interplay between risk and protective mechanisms, both internal and external to the person, which work to lessen the impact of unfavourable life events. One definition of resilience is "a substance with elastic qualities, the ability to successfully adapt to a changing environment.". The purpose of the study is to ascertain among Mizoram's higher secondary school students their level of academic resilience, their mental health, and the relationship between these factors. The data was analysed using statistical techniques such as mean, standard deviation, t-test, and Pearson correlation, in conjunction with a descriptive survey methodology. The majority of higher secondary school pupils in Mizoram had average levels of academic resilience and mental health.. The results further revealed a statistically significant favourable association between mental health and academic resilience.