الفهرس 
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Abstract
Summary
ASE is defined as students’ self-perceived confidence in their ability to accomplish their planned educational goals. ASE significantly predicts academic performance among nursing students and functions as an internal motivator for dealing with academic challenges and the achievement of goals (warshawski.2022).
Resilience is defined as “an interactive concept that refers to a relative resistance to environmental risk experiences or the overcoming of stress or adversity. Moreover, it is considered as a personal trait that can be developed or enhanced through life by using specific strategies (Van Hoek et al., 2019).
It has been found that low self-efficacy and lack of resilience are linked to difficulties in academic preparation, ambition and achievement in secondary school settings consequently, developing a strong sense self-efficacy and resilience could mediate the effects of negative social and academic experiences and help at risk students to be preserved through school grades (Victor-Aigboidion et al 2020).
Aim of the Study:
This study aims to assess the Correlation between academic self-efficacy and academic resilience among secondary school nursing students.
Research questions
This study is based on answering the following questions:
- What are the levels of academic self- efficacy among secondary school nursing students?
- What are the levels of academic resilience among secondary school nursing students?
- Is there a Correlation between academic self- efficacy and academic resilience among secondary school nursing school?
Research Setting:-
This study was conducted at kefir El-sheikh secondary schools nursing students affiliated to ministry of health. Egypt. Include 10 secondary nursing schools. they are Biala city that contain two schools one for boys and one for girls, Al hamoul city (two schools), sidi ghazi city that contain one school for girls, kafir el-sheikh city (two schools), Desouq city that contain one school for girls, Qillin city (two schools).
Research Subjects:-
A stratified random sample was used in the current study of 320 students out from 1923 students of first, second, third grade who attended the previous mentioned setting They participated in this study at confidence level 95% (Thompson, 2012).
Tools of Data Collection:
The tools used for the study were consists of:-
Tool (I): A Structured interview:
This tool developed by the researcher in Arabic language after reviewing the related literature as following:
Demographic characteristics (age, sex, residence, academic year, history from chronic disease, enter school based on your wish or parents wish).
Academic data (academic performance, practical nursing practice, satisfaction in nursing curriculum, work while studying).
Part II: Academic Self-Efficacy Scale:
It was developed by Byrne (2014) for assessing academic self-efficacy. The scale consists of 20 question items. It covers academic activities such as asking questions, responding to questions in lectures, drawing up a study plan, asking for help from lecturers, writing additional notes, and engaging in academic discussion with friends
Scoring system:
Each item was rated on five points Likert scale ranging from 1-5 these scores were distributed on five responses as the following: (strongly disagree=1, disagree=2, neither agree nor disagree=3, agree=4, strongly agree=5). The reverse score item 17.
The total scale ranged from (20 to 100) these scores were summed and classified into 3 levels:
- High Academic Self-Efficacy if score 80-100
- Moderate Academic Self-Efficacy if score 51-79
- Low Academic Self-Efficacy if score 20-50
Part III: The Academic Resilience scale (ARS-30):
It was developed by Zimmerman, and Chunk (2001) to assess academic resilience among student. The scale consists of 30 items divided into three parts
Perseverance: 14 items. Reflecting and adaptive help-seeking: 9 items and Negative affect and emotional response: 7 items
Scoring system:
Each item was rated on five points Likert scale ranging from 1 - 5 these scores were distributed on five responses as the following (strongly unlikely=1, unlikely=2, neither likely nor unlikely=3, likely=4, strongly likely=5).
The total scale ranged from (30to 150) these scores were summed and classified into 3 levels:
- High Academic Resilience if score 110-150
- Moderate Academic Resilience if score 71-109
- Low Academic Resilience if score 30-70
Field work:
The study’s data was collected over three months of first semester, from October, 2022 and ending in December, 2022 by using the previously mentioned study tools. The researcher spent two days weekly (Sunday and Tuesday) from 8 am to 2 pm in nursing schools of kefir-elshiekh governorate.
The purpose of the study was explained by the researcher to students inside the classroom during the school day who agreed to participate in the study. The researcher identified herself to the students the researcher first collect data regarding student’s demographic data then the items of academic self-efficacy scale was explained to the students to clarify more, as well as academic resilience scale was explained too. The time needed for filling the sheet ranged between 30 to 45 minutes, a full class for 20 to 25 students was interviewed per day. After completing the filling in each tool, the researcher reviewed every point in each sheet in front of the student to be sure that no points were missed.
Results:
The main finding of this study revealed that:-
• Shows that, more than half (51.3%) of the studied students their age ranged from 17≤18 years, their mean age was 17.14 ± 0.55 years. As regard to sex, more than half (57.5%) of the studied students were female. More than half (56.3%) of them were residing in rural areas.
• Shows that, more than one-third (39.1%) of the studied students were at the first year.
• Shows that, more than half (54.7%) of the studied students have good academic performances (GPA). Also, more than half (50.3%) of them have accepted clinical performance.
• Shows that, more than three quarters (76.6% & 78.1%) of the studied students reported that training in private hospital and simulation consider are factors that increase academic self-efficacy. While, more than three quarters (76.3%) of the studied students reported that E learning is factor that doesn’t increase academic self-efficacy.
• About table (4) nearly one third (30.9%) of students strongly agree that, they feel nervous when presentation. Meanwhile less than half (48.8% and 49.7%) of the studied students agreed that, they meet deadlines for assignments and try to meet the deadline for group assignments. While more than half of students disagreed that come forward to do presentations in group assignments, express opinion when they don’t understand the lectures, respond to questions asked in lectures, ask for help from lectures and explain subject matters to friends, they represent (67.2, 66.2, 65.6, 64.7 & 64.1), respectively.
• More than half (51.9%) of the studied students had moderate level of academic self-efficacy.
• Regarding to perseverance sub item of resilience, more than half of the studied students likely to use the feedback to improve their work and use the situation to motivate themselves. While, more than half (51.6% and 51.2%) of them neither likely nor unlikely to try to think of new solutions and dot not change their long-term goals and ambitions.
• About reflecting and adaptive help-seeking, more than half (53.4% and 51.9%) of the studied students likely to use their past successes to help motivate themselves and give themselves encouragement. While, less than half (47.5% and 45.9%) of them neither likely nor unlikely to set their own goals for achievement and start to self-impose rewards and punishments depending on their performance. Furthermore, more than half (64.7% and 53.1%) of them unlikely to seek help from their tutors and try different ways to study.
• Concerning negative affect and emotional response, less than half (46.6% and 48.8%) of the studied students likely to probably get annoyed and feel like everything was ruined and was going wrong. While, nearly half (47.5%and51.2%) of them neither likely or UN likely to think their chances of success at university were poor and think their chances of getting the job they want were poor.
• More than half of secondary school nursing students have a moderate level of reflecting and adaptive help-seeking and negative affect and emotional response meanwhile (44.4%) have a high level of perseverance.
• Shows that, more than half (53.1%) of the studied students had moderate level of total academic resilience.
• There were highly statistically significant relation between total academic self-efficacy of the studied students and their demographic data such as desire of entering the school. There were statistically significant relation with students’ age, academic year and history from chronic diseases. While, there were no statistically significant relation with students’ gender and residence.
• There were highly statistically significant relation between total academic self-efficacy of the studied students and their academic data such as academic performance, clinical performance, satisfaction with the nursing curriculum and interested in nursing practice.
• There were highly statistically significant relation between total academic resilience of the studied students and their demographic data such as desire of entering the school. Also, there were statistically significant relation with students’ age, academic year and history from chronic diseases. While, there were no statistically significant relation with students’ gender and residence.
• Reveals that, there were highly statistically significant relation between total academic resilience of the studied students and their academic data such as academic performance, clinical performance, satisfaction with the nursing curriculum and interested in nursing practice.
• Reveals that, there was highly significant positive correlation between total students’ academic self-efficacy and academic resilience.
Conclusion:
Concluded of this study are:
Most of secondary school nursing students have a moderate level of academic self-efficacy and academic resilience. There was highly significant positive correlation between total academic self-efficacy and academic resilience among secondary school nursing students.
Recommendations:
In the light of these results, it was recommended that:-
- This study could be replicated to higher number of students from various nursing schools and more geographic locations to draw more definitive conclusion and generalize the findings.
- A longitudinal study of nursing students might be needed to identify changes in resilience over time and how this influence impact academic success.
- Future research is needed to assess the role of self-efficacy and resilience on the academic performance among undergraduate nursing students.
- Teachers in nursing schools must utilize evidence base instructional methods and guidance programs to help students to enhance their self-efficacy and resilience skills for better learning outcomes.
- Developing psychosocial training program for increasing resilience and academic self-efficacy among students in nursing schools.