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Chapter 1

THE PROBLEM

Introduction

To be successful not only means achieving good grades, but it also means

learning useful concepts that will help you become academically successful. It

may be learning how important family support is or the teacher-advisor

relationship. But most importantly, how you deal with the uncertainties positively

by using them as fuel to become more empowered and successful.

College students, especially undergraduate accounting students, face

many problems and challenges associated with the education process to

positively achieve academic success. Some may succeed in overcoming these

problems and challenges with the features and characteristics that enable

them to do so, while others may fail to overcome them.

This study focused on studying the positive changes in personality that will

help the students face challenges and overcome obstacles, as well as the

traits and characteristics that can hinder the student from achieving this, putting

on the research table in the hope of finding effective solutions. In a way that
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reduces the stressful events that an accounting student goes through in

educational situations, academic resilience is a positive personality trait and one

of the variables that resists the negative effects of the stressful life events that the

student goes through.

This study will contribute to a better understanding of the relationship

between resilience and academic success. In examining the relationship

between resilience and academic success, the study could lead to future

research on the resilience of undergraduate students facing different adversities

such as emotional stress, lack of motivation, and academic anxiety.

The information gathered from this study could help improve the support

provided by the school, educators, and parents, who need to work together to

provide positive insights to students on how resilience is used as a treatment or

intervention for academic success. On a larger scale, a positive change could

be the improvement of students' dropout and shift course rates among

accounting students by creating social and educational policies that could

enhance academic success for undergraduate accounting students.

These studies highlight the important role of parents and advisors in enhancing

protective factors against psychological distress and fostering students’

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well-being. This study aims to help advisors create application tips that are

recommended for academic advisors who wish to help their students build

resilience. We recommend that academic advisors utilize those tips to

encourage both resilience and academic and personal success in their student

advises.

Theoretical framework

These studies were based on Villalobos and Cuentas' theory about

academic achievement affected by motivation, Romanos’ theories about

resilience is a cognitive capacity and Akbarilakehs' theories about developing

personality traits that affect resilience.

Villalobos and Cuentas' (2021) students' motivation can fluctuate, and they

may experience periods of low motivation that can make it difficult for them to

maintain effective study habits and remain on track with their studies and

achieve academic success. The finding of Al-Sheeb (2019) showed that

students’ attitudes measured by motivation are proven to significantly increase

the students’ academic success.

On the other hand Romano (2021), highlighted that academic resilience is

a cognitive capacity to successfully anticipate and adapt to challenging

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circumstances in an academic context . As a facet of psychological capital

linked to adaptation, it is a phenomenon of positive psychological development

where a student’s cognitive function and development are not impeded by

stressful events and conditions in his/her academic path (Zheng et al., 2020). It is

a personal resource consisting of abilities that facilitates the effective processing

and use of emotional information to guide cognition and action (Sarrionandia

et al., 2018).

Akbarilakeh (2023) found a positive correlation between resilience and

academic success among students, suggesting that educational programs

should focus on developing personality traits that enhance resilience. Thorsen

(2023) highlighted the interaction between personality traits and academic

performance. Collectively, these studies underscore the multifaceted nature of

resilience and its important role in fostering academic success across diverse

educational settings and student populations.

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Conceptual Framework

Figure 1. The Schematic Margin of the Study

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Statement of the problem

This study will aim to determine the effects of resilience towards academic

achievement of undergraduate students from the college of management and

accountancy, specifically 2nd year to 4th year accountancy and

management accounting students.

This study sought to answer the following questions:

1. What is the level of resilience among the respondents?

2. What is the level of academic achievement among the respondents?

3. Does resilience significantly influence academic success?

Hypothesis

The following null hypothesis was formulated and tested at 0.05 level of

significance.

𝐻ₒ 1. Resilience does not significantly influence academic achievement.

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Significance of the study

The study would be beneficial to the following sectors:

Students. The result of this study would help them in analyzing how important

the level of their resilience is as they continue the said program up to the final

year.

Teacher. The study may not only give the school administration information

about how resilience impacts students, but also how teacher-student interaction

is important to help students overcome challenges such as poverty and limited

access to support services. We also believe that higher levels of perceived

advisor support will predict increased levels of resilience. Which will positively

impact student’s life chances.

Parents. The result of this study would help them in analyzing how important

resilience should be empowered or developed at home, and how important

motivation from the family is, to strengthen resilience has proven to significantly

increase the students’ academic success.

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Scope and limitations

The study focused on the students that are under the CMA department,

specifically 2nd year up to 4th year accountancy and management

accounting students. The researchers will be requesting some students who are

willing to work together on answering the questions related to how resilient they

are and how it influences their academic achievement.

Definition of terms

To have a better understanding of the study the following terms are

operationally defined:

● Academic Anxiety - refers to the stress and apprehension students

experience related to their academic performance and school-related

tasks. This type of anxiety can significantly impact a student's ability to

perform well academically and can affect their overall well-being.

● Motivation - is the driving force that initiates, directs, and sustains

goal-oriented behaviors. It is a critical factor in achieving personal and

professional goals and can be influenced by various internal and external

factors.
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● Perceived Academic Achievement - an individual's personal evaluation

of their academic performance, encompassing both cognitive and

emotional assessments. It reflects how students view their own academic

success or progress, based on self-efficacy (belief in their ability to perform

academic tasks), self-esteem (overall sense of self-worth in the academic

context), and comparative assessments with peers or personal standards.

This perception is shaped by how students mentally appraise their

academic experiences, including the achievement of personal

academic goals, and how they interpret feedback and recognition from

others. It also includes the emotional responses associated with academic

tasks, such as feelings of pride, satisfaction, or frustration, which contribute

to the overall perception of academic achievement.

● Personality Traits - are enduring characteristics that describe an

individual's behavior, thoughts, and feelings. These traits are often

categorized to understand how they influence various aspects of life,

including interactions, decision-making, and overall behavior.

● Resilience - is the capacity to adapt, recover, and thrive in the face of

adversity, characterized by a clear vision of one's life goals, determination

to achieve them, effective interaction and relationship-building with

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others, strong problem-solving skills, and well-organized approaches to

challenges. It also involves a healthy level of self-confidence, enabling

individuals to navigate new situations with assurance while maintaining

humility and sustaining positive, supportive relationships.

● Emotional Intelligence - also known as Emotional Quotient (EQ), is the

ability to recognize, understand, manage, and effectively use emotions in

oneself and others. It plays a crucial role in personal and professional

success and is often linked to how well individuals handle interpersonal

relationships, stress, and decision-making.

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Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

Introduction

This chapter presents literature and studies related to the current

research. The articles and studies under review pertain to the relationship

between academic achievement and resilience among undergraduate

students in the second up to final years of an accounting degree program,

aiming to uncover their perspectives on the concept's definitions and the key

factors they believe are essential for achieving it. Some studies suggest that

uncertainties can significantly impact the emotional and psycho-social

well-being of students. Many undergraduates face challenges related to

uncertainties surrounding factors such as; living conditions, nature and scope of

their chosen course, which can hinder their academic success and overall

mental health. Pursuing courses like accountancy comes with specific

requirements that may lead stressed students to contemplate changing their

course, transferring to a different institution, or even dropping out. Despite the

adversities that students encounter along their academic journey, these

challenges are crucial for their growth and development. However, without
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proper motivation and guidance, these obstacles can weaken students'

psychological and emotional stability. Nonetheless, teacher-student relationship,

and guidance counselor play an important role in helping students in times of

uncertainties and has a big role in developing student resilience which every

individual possesses to overcome challenges, that also signifies strength during

uncertain times. Research consistently links academic success in education to

academic resilience, underscoring its importance for students’ academic

success.

Academic Achievement

"Academic success" refers to indices of academic accomplishment.

Some researchers investigated the concept from a structural standpoint.

Weatherton and Schussler (2022) define an academic construct based on test

scores while others have defined it by various factors, including student interest

in a discipline or field of study Rowland A., et al. (2019). Academic success is a

multifaceted construct that has been studied extensively in the field of

education. It is a critical outcome of the educational process, as it has a

significant impact on students' future careers, personal growth, and societal

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contributions. Despite its importance, academic success remains a complex

and challenging issue, particularly for accountancy students.

Xu, Liu & Fan (2019) study shows undergraduate accounting students in

China struggled with time management due to their heavy academic burden,

part-time jobs, and extracurricular activities. Sufianto et al. (2021) Another

difficulty that accountancy students face is a lack of motivation that has

investigated the levels of motivation among Indonesian accounting students.

Guevarra et al., (2020) noted that the obstacles could negatively impact

academic performance and this includes financial constraints, and peer

pressure. Ballesteros and Maoza (2020) study found that college students had

difficulty adjusting to the academic rigors of the institution and developing

effective study habits. The authors also emphasized the significance of offering

support services, such as mentoring and study skills training, to assist students in

developing effective study practices and enhancing their academic

performance.

Students in accountancy may also struggle with motivation. Without

motivation, students may find it difficult to maintain concentration and interest in

their studies. Villalobos and Cuentas (2021) According to a study conducted,

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students' motivation can fluctuate, and they may experience periods of low

motivation that can make it difficult for them to maintain effective study habits

and remain on track with their studies and achieve academic success. However

numerous studies demonstrate that being resilient is the best approach to deal

with these uncertainties. The finding of (Al-Sheeb et al., Citation2019) showed

that students’ attitudes measured by motivation, commitment, self-efficacy,

and consensus are proven to significantly increase the students’ academic

success. Ahinful et al., (2019) agreed that students’ learning attitude significantly

affected academic performance if it is based on the effect of attitude factors,

such as learning effort, classroom attendance and learning pattern. State

legislatures are pushing programs that link government financing to retention

and completion rates, institutions are increasingly challenged with identifying

strategies to support students and assure their overall success (Lynch & Lundgrin,

2018). However, other studies revealed that certain students are facing

emotional and psychological barriers to academic progress; the most recent

problems among accountancy students are also academic anxiety and

emotional intelligence management.

Academic Anxiety is a complex state with origins in the field of

psychology. This anxiety can significantly impact students' lives, leading to

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cognitive disruption, lowered academic performance, strained social

interactions, and even mental health issues (Happy et al., 2023). Empirical

research sheds further light on the dynamics of academic anxiety. Studies

suggest gender differences (Mandalaparthy, 2021), though this is contested

(Happy et al., 2023). School environment impacts anxiety levels, with urban and

private schools potentially creating higher academic pressure (Shakir et al.,

2019). Crucially, a negative correlation exists between anxiety and academic

performance (Bihousbane & Touri, 2023; Oktavia & Syahrul, 2021; Junaid et al.,

2020; Azmi & Sham, 2018). Interestingly, moderate levels of anxiety may

sometimes enhance performance (Brooker, 2018). Social factors also play a role,

with loneliness and perceived social threats exacerbating anxiety (Cui & Yip,

2024; Refaeli & Achdut, 2020). Finally, socio-demographic realities like income

and living conditions can be contributing factors (Cui & Yip, 2024; Bihousbane &

Touri, 2023). These complex findings underscore the need for targeted

interventions that consider individual needs and broader contextual realities.

Emotional intelligence management (EIM), or the ability to identify,

comprehend, and regulate one's emotions, has received a lot of attention in

academics. Emotional intelligence management has evolved over time,

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incorporating cognitive, affective, and social skills that contribute to

interpersonal and intrapersonal functioning. In addition scholars also proposed it

as a personal trait emphasizing emotional understanding and processing

(Agalya et al., 2022; Ononye et al., 2022; Ramlal et al., 2022). Peluso and

Freund (2019) used a relational method, emphasizing emotional reasoning

within relationships. Yu et al. (2021) emphasized the importance of emotional

intelligence in interpersonal relationships, taking into account other people's

desires, opinions, and feelings.

Empirical investigations have revealed the multidimensional character

of emotional intelligence management; First, Shaffer (2020) discovered that

children with stronger emotional intelligence had better reasoning skills.

Sheppard (2021) postulated a causal relationship between emotional

intelligence and decision making, emphasizing its importance in optimizing

cognitive performance. Hunter (2021) discovered that emotional intelligence

significantly influences job happiness, trust, and success. Kamdar and Stephen

(2019) linked emotional intelligence to mental health characteristics in both

genders. Kazmi's (2019) research confirmed the importance of emotional

intelligence in stress management and emotional control, which contributes to

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resilience development. Khalaf-Rashid and Hussein (2018) proposed that

emotional intelligence influences emotional steadfastness, which predicts

favorable qualities in college students. Ononye et al. (2022) found a direct

relationship between parental education, family income, and children's

emotional intelligence. Pradeep (2023) and Altunkaya (2021) documented a

positive relationship between emotional intelligence and academic

achievement. Studies have also explored the impact of demographic variables

on emotional intelligence, with mixed results regarding gender and age

differences. In summary, this suggests that emotional intelligence is a

combination of cognitive, emotional, and social skills that promotes superior

interpersonal and intrapersonal functioning.

Higher education is becoming increasingly important in the public eye,

with proposals for free or debt-free college education for two and four-year

institutions (Camera, 2019; Halper, 2019). With the rising emphasis on the

importance of higher education, there has been a greater scrutiny of the

disadvantages of pursuing a college degree. Studies shows that among these

issues are the high dropout rates and extended completion times that many

students face, with only 62% of students completing their bachelor's degrees
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within six years or 150% of the predicted completion time (National Center for

Education Statistics, 2020),

Resilience

Resilience, a critical attribute for academic achievement,

encompasses the ability to adapt and thrive in the face of adversity, academic

challenges, and the demands of higher education. Resilient students possess a

remarkable drive to learn, the capacity to work effectively, and the

determination to excel academically, even when confronted with stressors and

risk factors. Contante & Villa (2020) resilient students are able to maintain high

levels of motivation, achievement, and performance, even when faced with

stressful events and conditions that may put them at risk of poor academic

outcomes. Fru-Ngongban (2023) resilience, whether in the academic context or

more broadly, is not solely a matter of innate personal characteristics. Instead, it

is shaped by a complex interplay of individual, social, and environmental

factors. Ye et al., (2021) Bourdieu's capital theory suggests that the effects of

social background on student outcomes are not only a function of material

resources, but also of social and cultural practices. Thus, the school community

develops the students' resilience. According to Franklin (2018), school climate,

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teacher-student relationship, and guidance counselor play an important role in

developing student resilience.

Academic resilience is a complex construct central to educational

discussions. It is defined as the ability to overcome setbacks, master challenges,

and effectively manage academic demands. This dynamic develops from the

interaction of environmental effects, human capacities, and adaptive

processes, making academic resilience an important component in

undergraduate students' performance in demanding academic environments

(Yao et al., 2023). Resilience in this context encompasses the ability to reestablish

psychological equilibrium following academic stressors (Sholichah & Hasanah,

2021), including affective quotient, motivation, and metacognitive strategies

(Anthonysamy, 2023; skandari et al., 2020). Cultural dimensions are particularly

salient for international graduate students in China, where family, social systems,

and institutional support are key to resilience (Chu & Zhu, 2023). Recently, Olusoji

et al. (2021) contended that resilience is a psychological resource that positively

influences individual emotions. He/she can control their emotions and guide

their actions in any given context. Students respond differently when solving their

problems (Sholichah, Paulana and Putri, 2018). Moreover, the integration of

emotional intelligence into resilience models reflects a holistic approach

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appreciating the interplay of emotion regulation, self-awareness, empathy, and

academic persistence (Namaziandost et al., 2023).

Academic Resilience is a cognitive capacity to successfully anticipate

and adapt to challenging circumstances in an academic context (Romano et

al., 2021). As a facet of psychological capital linked to adaptation, it is a

phenomenon of positive psychological development where a student’s

cognitive function and development are not impeded by stressful events and

conditions in his/her academic path (Zheng et al., 2020). It is a personal resource

consisting of abilities that facilitates the effective processing and use of

emotional information to guide cognition and action (Sarrionandia et al., 2018).

Here, emotions are mental responses (cognitive and behavioral) triggered by an

individual’s environment appraisal. It provides information about an individual

and others, and comprises a feedback mechanism, which conveys information

that stimulates behavior and action in a given context (Santos et al., 2021).

According to Putwain et al. (2022), emotions can be characterized by valence

and physiological activation.

Wills and Hofmeyr (2018) discovered that in terms of socio-emotional

and individual-level protective factors, resilient students differ from their less
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successful peers. Additionally, there are a number of academic variables linked

to resilience. Resilience has been found to be a significant predictor of

well-being by Chow, Tang, Chan, Sit, and Choi (2018), while resilience is

significantly predicted by hope (Botor, 2019), self-efficacy (Cassidy, 2015),

optimism (Molinero, Zayas, González & amp; Guil, 2018), peer connections, and

spirituality (Ekwonye & DeLauer, 2019). Wills & Hofmeyr (2018) suggest, caring

and supportive academic community is necessary in developing academic

resilience. Ekwonye & DeLauer (2019) add that social integration and peer

connections are positively correlated to academic resilience. Molinero, Zayas,

González & Guil (2018) found that optimism determines the resilience of the

university undergraduate students. Another notable predictor of academic

resilience is age. For example, Anasuri & Anthony (2018) found a relationship

between gender and resilience levels. Lanuza, Rizal, Aligam & Uy (2020), as

people age their resilience grows stronger.

Academic resilience is the process of individuals adapting when faced

with difficulties that require them to use all of their abilities; the more often a

person faces and solves challenges, the better his abilities will be (Rojas,

2018).Masdianah (2018) Students with low resilience tend to feel overburdened,

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resulting in feelings of stress and frustration. Why these positive outcomes are

present is explained in more detail by a study that positive personality traits like

openness, emotional stability and conscientiousness are all positively related to

resilience and resilience is able to explain a positive study progress (Backmann

et al. 2019). Especially in the short-term, resilience is a strong predictor of success

and mental health of students (Wu et al. 2020).

The study of Lanuza, Rizal, Aligam & Uy (2020) showed substantial

differences in the degree of academic resilience based on specialization

courses. Several studies focused on the undergraduate students showed

differing generalizations on academic resilience. Furthermore, Oluwagbemiga &

Micheal (2018) identified a positive significant relationship of resilience on

childhood adversity, protective family factor and community protective factor

of the undergraduate students. This was supported by Salvacion, Sana & Yanilla

(2018) that there is interplay between inner strength and external support in the

development of academic resilience.

Resilience has been defined as "the process and outcome of

successfully adapting to difficult or challenging life experiences, especially

through mental, emotional, and behavioral flexibility and adjustment to external

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and internal demands" by the American Psychological Association (2018).

However Bittmann (2021) demonstrated that students with Academic Resilience

have more productive academic trajectories consistently, report better grades,

experience more satisfaction with their academic lives, and have lower dropout

intentions due to better engagement.

Developing resilience in student populations can prevent psychological

strain while also improving academic achievement. For example, Dwiastuti et al.

(2022) investigated academic resilience and performance among university

students during the COVID-19 pandemic. According to the findings, students

with high academic resilience had a 1.73 times higher chance of improving

academic performance than those with low resilience. This research implies that

children with higher levels of resilience are better able to persevere and

overcome academic challenges. As a result, resilience may serve as a link

between psychological suffering and academic success (Hart, 2019).

Given these findings, universities should explore additional ways to

support the development of student resilience. While some factors involved in

individual-level resilience are biological or developmental in nature, other

aspects can be strengthened through social support, access to mental health

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resources, educational courses and seminars, and quality academic advising

(Eisenberg et al., 2019). For example, Ramos (2019) highlighted the importance

of mentoring in building resilience among first-generation students of color. In

addition to acting as caring individuals on campus, mentors also serve as a

“safety net” for students, promoting autonomy and personal growth. Universities

can implement mentoring in a variety of ways, including through academic

advising.

The role of the academic advisor has expanded to include other

aspects of student development. Numerous studies have documented the

benefits of positive advisor-student relationships (Tippetts et al, 2022).

Researchers found that academic advising was significantly correlated with

student satisfaction and growth in college, in addition reported similar results,

indicating that positive experiences with academic advising not only lead to

improved grades but also improved self-perception Mu and Fosnacht (2019).

Ferris et al. (2018) identified four key roles for a successful advisor-student

relationship: The advisor (1) guides students and provides guidance

while encouraging independent learning; (2) is a teacher and provides

knowledge and expertise on important topics; (3) motivates students and

encourages them to take on new and challenging challenges; and (4) is familiar
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with university policies and procedures and knows how to navigate

these procedures.

Students who met with their academic advisor at least once per

semester were more likely to re-enroll and demonstrated significantly higher

levels of perceived support than students who did not meet with their academic

advisor (Tippetts et al., 2022). When meeting with an advisor, advisor

accountability (i.e. the professionalism and availability expected of the advisor)

and advisor empowerment (i.e. the support and guidance expected from the

advisor) helped improve student responsibility, self-efficacy, study skills, and

perceived support (Jones et al., 2018). Therefore, the importance of the

advisor-student relationship cannot be overstated, especially when considering

the implications for academic persistence and academic success.

While retention rates have increased over the past two decades, only

46.6% of students at four-year colleges will graduate within four years and only

63.4% will graduate within six years (U.S. Department of Education, 2022). Given

the benefits that earning a college degree brings to both individuals and society

(Long, 2018; U.S. Bureau of Labor Statistics, 2023), it is imperative that college
 26

counselors know why do students leave and how does this happen? Can have

a positive impact on student persistence and success.

To help explain why students drop out of school before graduating,

researchers built a model of student dropout that highlights three main causes:

(1) learning difficulties; (2) the student's inability to achieve his or her educational

and career goals; and (3) their inability to integrate into the intellectual and

social life of the organization (Shaw, 2018). Overall, this hypothesis shows that

students who successfully integrate into the social and academic life of their

institution are more likely to remain at that institution than students who do not.

Other variables associated with student dropout include poor attendance,

spending less time studying, and poor use of study strategies, in addition factors

that contribute to higher student dropout rates include financial constraints,

work demands, lack of connection and guidance with instructors, feelings of not

belonging, falling behind academically and family needs (Clifton, 2021).

Psychological distress can be defined as “the unique discomforting,

emotional state experienced by an individual in response to a specific stressor or

demand that results in harm, either temporary or permanent, to the person”

(Ridner, 2018). Such self-reported distress levels have been on the rise over the
 27

last decade and continue to be affected by factors such as the COVID-19

pandemic (Burke et al., 2020; Daly & Robinson, 2021; Knapstad et al., 2021). For

example, the increase in online learning, along with the fear of losing an

academic year due to the pandemic, has significantly increased students’

psychological distress levels (Hasan & Bao, 2020). These trends are concerning

given the negative physical, mental, and academic effects increased levels of

psychological distress can have on students. The effects of psychological distress

on students are even more evident following the emergence of COVID-19

(Schmits et al., 2021).

Globally, academic resilience is understood as the ability to overcome

adversity and maintain psychological well-being (Dalton & Perkins, 2020). Studies

from around the world have shown a positive relationship between resilience

and performance (Beachboard, 2022; White & McCallum, 2021; Ostrowski et al.,

2018). Asian studies also highlight resilience and show its buffering effect and its

relationship with support systems (Gopalan & Radhakrishna, 2022; Park & ​Chae,

2019). The Chinese context highlights the role of resilience in dealing with

competitive systems and academic pressures (Tsai et al., 2022; Demir, 2023).

Graduate students also show resilience in adapting to new academic and

cultural environments (Mehta et al., 2018).These multifaceted perspectives

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highlight the universality of academic resilience and its potential to influence

educational practice across cultures.

Resilience vis-a-vis Academic Achievement

The correlation between academic success and resilience has been

extensively studied across various educational contexts, revealing a significant

positive relationship. Akbarilakeh et al. (2023) found a positive correlation

between resilience scores and academic success among students, suggesting

that educational programs should focus on developing personality traits that

enhance resilience. Avci (2023) identified individual characteristics such as

metacognitive learning strategies and self-efficacy as predictors of academic

resilience among socio-economically disadvantaged students, indicating that

resilience can help bridge the achievement gap caused by socio-economic

disparities. However, Chisholm-Burns et al. (2020) found no significant correlation

between resilience and academic performance in other courses such as

Pharmacy Math courses, suggesting that the impact of resilience may vary

across different academic disciplines.

Babakova (2023) emphasized that resilience enables students to

overcome academic challenges and stressors, thereby increasing their

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likelihood of success and achievement in the university setting. Van Wyk et al.

(2023) also highlighted the importance of brain-body system drivers, such as

exercise and sleep, in enhancing resilience and thereby improving academic

performance. In addition he also found that resilience, particularly the

components of Stress Mastery and Positive Affect, positively correlates with

academic performance and negatively with turnover intentions among South

African university students, suggesting that resilience is a crucial non-cognitive

determinant of student success

Thorsen et al. (2023) showed that academically resilient students in

Sweden rely on both perseverance and interest in school subjects to achieve

success, highlighting the interaction between personality traits and academic

performance. Collectively, these studies underscore the multifaceted nature of

resilience and its critical role in fostering academic success across diverse

educational settings and student populations.

The inability to access resources could impinge on students’ capacity

to adapt to academic expectations, leading to poor academic performance,

high attrition rates, and psychological distress (Grøtan et al.2019). Whereas the

concept of student success has traditionally been related to academic

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performance, recent articulations have emphasized a holistic conception that

encapsulates academic achievement, engagement in educational activities,

and the cultivation of non-cognitive factors (Mason and Sinclair, et al. 2019).

However, the association between resilience and student success, with a

particular emphasis on academic marks and turnover intentions, has not been

clearly established.

Liew et al. (2018), suggest that childhood resilience has short- and

long-term links to learning and achievement. Regarding studies with university

students. In this line, the study of Ayala and Manzano (2018) suggests that

resilience and engagement should be taken into account at the time of college

admission if academic achievement outcomes are sought to be improved.

Maintaining resilience in educational settings may help students to reduce the

presence of depression or anxiety. Previous research dealing with students from

socioeconomically disadvantaged families or multicultural families in rural areas

has shown that academic resilience has a causal relationship with learning

engagement (Agasisti et al., 2018; Borman & Das, 2019).

A recent meta-analysis conducted by MacCann et al. (2020) has

shown that emotional intelligence is the third most important predictor after
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Intelligence and Conscientiousness in academic achievement. The authors also

propose three mechanisms underlying the emotional intelligence/academic

achievement link: (a) regulating academic emotions; (b) building social

relationships in the school/university contexts and (c) academic content

overlaps with emotional intelligence. The relationship between emotional

intelligence and academic performance may be moderated by personality

and self-concept.

Resilience can play an important role in academic success. Successful

students are often those who are committed to learning and who manage their

time effectively. They are disciplined in achieving their academic goals and

avoid procrastination. Adopting personalized academic instructional practices

can facilitate academic success. Academic success is greatly influenced by

learning strategies, time allocation for study, access to learning resources, and

the quality of the learning environment while Resilience has been described as

an evolving process influenced by a variety of biological, social and

environmental factors. Increasing evidence supports the idea that resilience is

involved in the development of positive psychological traits that are required for

academic success.
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The study also highlights the importance of family, teacher and students

interaction for solving different uncertainties of accountancy undergraduate

students. The study identified challenges encountered by accounting students in

developing efficient study habits. The challenges identified were lack of

consistency and enthusiasm in the course, personal responsibilities, and

distractions from social networking and electronic devices. Nevertheless, the

research yielded valuable insights for surmounting these obstacles. Effective

strategies for managing social life and study habits include prioritizing

schoolwork, balancing personal agendas, and maintaining consistency in

reading and problem-solving. The impact of the environment and

teacher-student interactions on study habits was emphasized. Several factors,

including scheduling rest and study time, collaborative brainstorming with

classmates, and constructive feedback, were significant in developing effective

study habits among accountancy students. The research findings indicate that

despite challenges and stressors, students pursuing accountancy exhibit

resilience and adeptness in cultivating effective study practices. The individual's

academic success was demonstrated through their ability to maintain focus

despite distractions, prioritize studying over personal matters, and achieve

balance amidst challenging coursework and extracurricular activities.

 33

There are also difference indicators of resilience in academic success

measured by intelligent planning, deferring gratification in favor of future

rewards, willingness to experience new cultures, using multiple personal identities

when communicating with others, the ability to support family in a value crisis,

loyalty to school and family, wisdom in pursuing academic excellence with the

love and support of teachers and parents, and spiritual strength based on

religious, cultural and linguistic values. Education leaders and lawmakers

continue to search for solutions to address student anxiety that can impact

academic success. Achievement gaps remain a persistent theme in our nation’s

universities and colleges. Researchers suggest that resilience traits can benefit all

students, regardless of the uncertainty they experience. While resilience traits

may not directly close the academic achievement gap among college

students, however teaching students how to overcome challenges such as

“poverty, limited access to support services,” and/or abusive relationships will

positively impact their life chances (Fenzel & Richardson, 2019)

University leaders can consider working with faculty to create

professional development opportunities that focus on strengthening

faculty-student relationships. In her research, Brooms (2019) found that

faculty-student relationships are important to academic success. Additionally,

 34

Brooms (2019) stated that positive relationships increase students’ perceptions of

“academic competence and achievement. University leaders must build a

culture of collaboration and provide employees and students with opportunities

to communicate and build trust with one another, which not only promotes

resilience but can also change the trajectory of students’

 35

Chapter 3

Research Methodology

This chapter presents the methodology being used in the study. It

contains the research design, research environment, respondents and sampling

procedure, data-gathering procedure, scoring guidelines, and statistical

treatment of data.

Research Design

In this study, the researcher employed causal research design. Causal

research design, often referred to as causal research, is a method used to

identify cause-and-effect relationships between variables. This type of research

is typically conducted to understand the impact of one variable on another,

determining whether a change in one leads to a change in another. Causal

research is fundamental in fields such as marketing, social sciences, and

healthcare, where understanding the effect of interventions or treatments is

crucial. Unlike exploratory or descriptive research, causal research aims to go

beyond merely describing phenomena to actually testing hypotheses about the

relationships between variables.

 36

In conducting causal research, researchers often use controlled experiments

where they manipulate one or more independent variables to observe the

effect on the dependent variable. This design requires a rigorous approach to

ensure that the observed changes can be confidently attributed to the

manipulation of the independent variable, rather than to extraneous factors.

Randomization, control groups, and careful measurement are essential

components of a strong causal research design. While powerful in its ability to

establish causality, this type of research can be complex and resource-intensive,

requiring careful planning and execution to ensure valid and reliable results.

Research Environment

The school under study was built in the 1940s. It first started with a different

name and was intended to be a nonsectarian and nonpolitical academic

institution. The school primarily served working students as almost all classes in

those years were conducted at night. After three decades, the school

increased its offerings to cover other fields of specialization. After more than six

decades from its establishment, the school was bought by one of the largest

education networks in the country. Under the new management, the school

improved a lot in terms of academic standing and facilities.

 37

At present, the school has two campuses within Cagayan de Oro to

capture the students living in the eastern and western parts of the city. The

“main campus” is situated in one of the major barangays in the city while the

“other campus” is situated near the easternmost part of the city. Additionally, a

new campus has recently been established in Iligan. Moreover, the school

caters to all levels: Basic Education including Senior High School, Tertiary

Education, Graduate School, and TESDA courses. The school offers more than 20

academic programs consisting of board and non-board courses.

Respondents and Sampling

The target respondents of this study comprised a total of 466 students from

the Accounting and Management Accounting programs across the second,

third, and fourth years. Specifically, the second-year cohort included 159

students, with 158 enrolled in the Accounting program and 1 in the

Management Accounting program. The third-year group consisted of 141

students, of which 52 were Accounting students and 89 were Management

Accounting students. The fourth-year cohort was made up of 166 students, with

12 from the Accounting program and 154 from the Management Accounting

program. A stratified sampling technique was employed to ensure that both

 38

Accounting and Management Accounting students from each year level were

proportionately represented in the sample, allowing for comprehensive analysis

across different stages of academic progression within the two programs in

PHINMA COC Main Campus of Misamis Oriental in the academic year

2024-2025.

The sampling technique that will be used is the census sampling technique.

In this technique researchers will collect data from every member of the school

population rather than selecting a subset or sample. This approach is typically

used when the population size is manageable and the researcher aims to

obtain a complete and accurate picture of the population. Since the data

includes every individual, the results are generally more accurate and free from

sampling errors. The target respondents will be the students currently enrolled in

Management and Accountancy courses since researchers believe that

accounting students are suitable candidates to assess the variables impacting

their academic success. Also, it may be more practical for the researcher to

reach out to a certain group of students, like accounting students, as this would

enable a more focused and accessible sample.

 39

Data Gathering Procedure

The researchers will propose a letter of approval to the CMA Department

Head before conducting the said survey. In subsequent to the letter, a pre

survey will follow towards the target students. The data gathering procedure for

this research employed a census sampling technique, ensuring that data was

collected from every student within the target population. The population

comprised a total of 466 students, including 159 second-year students (158

Accounting and 1 Management Accounting), 141 third-year students (52

Accounting and 89 Management Accounting), and 166 fourth-year students (12

Accounting and 154 Management Accounting).

To execute the census sampling, all students within these specified groups

were approached to participate in the study. Data collection was conducted

using a structured questionnaire designed to capture relevant information

aligned with the research objectives. The questionnaires were distributed at the

designated time and setting to ensure maximum accessibility and participation.

Clear instructions were provided to the respondents, emphasizing the

importance of their input and the confidentiality of their responses. After

collection, the completed questionnaires were reviewed to ensure

 40

completeness and accuracy before being compiled for analysis. This

comprehensive approach allowed for the inclusion of the entire population,

thereby eliminating sampling bias and providing a thorough dataset for the

study.

Scoring Guideline

The following scoring guidelines have been developed to systematically

evaluate the resilience of accounting students in relation to their academic

achievement. The scale ranges from 1 to 5, where each score represents a

specific level of resilience, from very low to very high, and corresponding to a

perceived academic achievement level, from exceeding expectations to not

meeting expectations. These guidelines are designed to provide a clear and

consistent framework for assessing how effectively students cope with

academic challenges and stressors. By applying this standardized approach, we

aim to ensure that evaluations are fair, transparent, and reflective of each

student’s ability to maintain academic performance in the face of adversity.

 41

Table 1: Scoring Guidelines for Resilience of Accounting Students.

Level of
Scale Range Agreement Qualitative Interpretation

5 4.21- Strongly This means that respondents’ resilience is very high.

5.00 agree

4 3.41- Agree This means that respondents’ resilience is high.

4.20

3 2.61- Neutral This means that respondents’ resilience is neutral.

3.40

2 1.81- Disagree This means that respondents’ resilience is low.

2.60

1 1.00- Strongly This means that respondents’ resilience is very low.

1.80 disagree

Table 2: Scoring Guidelines of Perceived Academic Achievement.

Level of
Scale Range Agreement Qualitative Interpretation

5 4.21- Strongly This means that respondents’ perceived academic

5.00 agree achievement exceeds expectation

4 3.41- Agree This means that respondents’ perceived academic

4.20 achievement meets’ expectation

3 2.61- Neutral This means that respondents’ perceived academic

3.40 achievement is neutral

2 1.81- Disagree This means that respondents’ perceived academic

2.60 achievement somewhat below expectation

1 1.00- Strongly This means that respondents’ perceived academic

1.80 disagree achievement did not meet expectation
 42

Statistical Treatment of Data

As soon as the researchers gathered data, they were compiled, sorted,

organized and tabulated. They were subject to statistical treatment in order to

answer the question proposed in the study. The statistical tools employed were

the weighted mean, standard deviation and simple linear regression. Standard

deviation and Weighted Mean, to measure the relationship between Academic

Resilience and Academic Achievement. Standard deviation is a statistic that

measures the dispersion of a data set relative to its mean. The standard

deviation is calculated as the square root of variance by determining each

data point’s deviation related to the mean (Hagrave, 2021). Simple linear

regression, it is to measure the relationship between Academic Resilience and

Academic Achievement. Simple linear regression is a statistical method used to

estimate the relationship between academic resilience and academic

achievement by fitting a straight line to the observed data.

 43

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APPENDICES

Appendix A: Questionnaire/Guide Questions

THE RELATIONSHIP BETWEEN RESILIENCE AND ACADEMIC ACHIEVEMENT AMONG

SECOND-YEAR TO FOURTH-YEAR ACCOUNTANCY AND MANAGEMENT
ACCOUNTING STUDENTS AT PHINMA - CAGAYAN DE ORO COLLEGE

Dear Respondent,

Good day!

We are conducting a study to understand the relationship between students'

resilience and academic achievement. Your participation is voluntary, and your
responses will remain confidential. The survey will take about 10-15 minutes to
complete.

By proceeding with this survey, you consent to participate in this study.

If you have any questions about this study, please do not hesitate to approach
the researchers.

Sincerely,

Joven Cagape
Genevieve Alagon
Jhannel Aleria
Joel Andre Timba
Shella Mae Albaña Molina
Princess L. Adolfo