"Minor Setback, Major Comeback": A Multilevel Approach to the Development of Academic Resilience

This study examined communicative processes at multiple levels that may influence students’ academic resilience through transitions. Participant interviews (N = 23) revealed that at the individual level, students develop a resilient mindset and effective academic strategies, engage in self-care, and...

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Autores principales:	Brandi N. Frisby, Jessalyn I. Vallade
Formato:	article
Lenguaje:	EN
Publicado:	Central States Communication Association 2021
Materias:	academic resilience campus community persistence effective teaching instructional communication transitions Communication. Mass media P87-96 Education L
Acceso en línea:	https://doaj.org/article/cdc572bb8cba477b9fa6032baaeef4a8
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spelling	oai:doaj.org-article:cdc572bb8cba477b9fa6032baaeef4a82021-11-05T20:54:45Z "Minor Setback, Major Comeback": A Multilevel Approach to the Development of Academic Resilience10.31446/JCP.2021.2.132640-45242578-2568https://doaj.org/article/cdc572bb8cba477b9fa6032baaeef4a82021-10-01T00:00:00Zhttps://scholarworks.wmich.edu/jcp/vol5/iss1/13/https://doaj.org/toc/2640-4524https://doaj.org/toc/2578-2568This study examined communicative processes at multiple levels that may influence students’ academic resilience through transitions. Participant interviews (N = 23) revealed that at the individual level, students develop a resilient mindset and effective academic strategies, engage in self-care, and compartmentalize. At the relational level, students rely on teachers to demonstrate positive teaching behaviors, receive academic and emotional support from a variety of sources, and find role models to inspire resilience. Finally, students reported that the campus community gave opportunities to build support networks and access campus resources, but identified threats to effective use of these resilience-building opportunities. Finally, all but one theme demonstrated that the development of academic resilience typically happens outside the traditional classroom yet affects student performance inside the classroom. These findings contribute to instructional communication research because of the application of an underutilized theory and method in instructional research, the multilevel focus on communication and resilience development processes, and by providing practical insight to create targeted approaches to improve student resilience and related outcomes.Brandi N. FrisbyJessalyn I. ValladeCentral States Communication Associationarticleacademic resiliencecampus communitypersistenceeffective teachinginstructional communicationtransitionsCommunication. Mass mediaP87-96EducationLENJournal of Communication Pedagogy, Vol 5, Pp 115-134 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	academic resilience campus community persistence effective teaching instructional communication transitions Communication. Mass media P87-96 Education L
spellingShingle	academic resilience campus community persistence effective teaching instructional communication transitions Communication. Mass media P87-96 Education L Brandi N. Frisby Jessalyn I. Vallade "Minor Setback, Major Comeback": A Multilevel Approach to the Development of Academic Resilience
description	This study examined communicative processes at multiple levels that may influence students’ academic resilience through transitions. Participant interviews (N = 23) revealed that at the individual level, students develop a resilient mindset and effective academic strategies, engage in self-care, and compartmentalize. At the relational level, students rely on teachers to demonstrate positive teaching behaviors, receive academic and emotional support from a variety of sources, and find role models to inspire resilience. Finally, students reported that the campus community gave opportunities to build support networks and access campus resources, but identified threats to effective use of these resilience-building opportunities. Finally, all but one theme demonstrated that the development of academic resilience typically happens outside the traditional classroom yet affects student performance inside the classroom. These findings contribute to instructional communication research because of the application of an underutilized theory and method in instructional research, the multilevel focus on communication and resilience development processes, and by providing practical insight to create targeted approaches to improve student resilience and related outcomes.
format	article
author	Brandi N. Frisby Jessalyn I. Vallade
author_facet	Brandi N. Frisby Jessalyn I. Vallade
author_sort	Brandi N. Frisby
title	"Minor Setback, Major Comeback": A Multilevel Approach to the Development of Academic Resilience
title_short	"Minor Setback, Major Comeback": A Multilevel Approach to the Development of Academic Resilience
title_full	"Minor Setback, Major Comeback": A Multilevel Approach to the Development of Academic Resilience
title_fullStr	"Minor Setback, Major Comeback": A Multilevel Approach to the Development of Academic Resilience
title_full_unstemmed	"Minor Setback, Major Comeback": A Multilevel Approach to the Development of Academic Resilience
title_sort	"minor setback, major comeback": a multilevel approach to the development of academic resilience
publisher	Central States Communication Association
publishDate	2021
url	https://doaj.org/article/cdc572bb8cba477b9fa6032baaeef4a8
work_keys_str_mv	AT brandinfrisby minorsetbackmajorcomebackamultilevelapproachtothedevelopmentofacademicresilience AT jessalynivallade minorsetbackmajorcomebackamultilevelapproachtothedevelopmentofacademicresilience
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"Minor Setback, Major Comeback": A Multilevel Approach to the Development of Academic Resilience

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