Building Academic Resilience through Positive Thinking: A Study of University Students in Syria

Abstract

This study examined the role of positive thinking and academic resilience in academic success among Syrian university students. A quantitative research design was utilized, with data collected from 384 students (50% male, 50% female) through stratified sampling. The study measured academic resilience and positive thinking using validated scales that assessed optimism, self-efficacy, and social support. Descriptive analysis showed high levels of academic resilience and positive thinking. Gender differences were non-significant, while academic year, living situation, and academic performance were associated with variations in resilience and positive thinking. A significant positive correlation was found between academic resilience and positive thinking. The findings highlight that students with higher resilience and positive thinking exhibited greater academic persistence and success. Optimism and self-efficacy emerged as crucial factors, while social support, especially from family and peers, played a key role in sustaining academic efforts. These results underscore the importance of fostering supportive learning environments to enhance students' resilience and overall academic achievement in conflict-affected regions like Syria.