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ERIC Number: EJ1146513
Record Type: Journal
Publication Date: 2015
Pages: 12
Abstractor: As Provided
ISSN: ISSN-0965-948X
The Role of Resilience, Delayed Gratification and Stress in Predicting Academic Performance
Cheng, Vivienne; Catling, Jonathan
Psychology Teaching Review, v21 n1 p13-24 Spr 2015
Transition to university is an important and potentially stressful life event for students. Previous studies have shown that resilience, delay of gratification and stress can affect the academic performance of students. However, none have shown the effect of these factors in predicting academic performance, hence the current study aimed to look at the predictive power of the combined effect of these factors on first-year undergraduate student's academic performance. One-hundred-and-seventy-six first-year Psychology undergraduates from the University of Birmingham were recruited. All participants completed five scales (Demographic questionnaire, CD-RISC-25, Perceived Stress scale, College Students' Stressful Event Checklist, and Academic Delay of Gratification scale). Linear Multiple Regression was conducted using the Stepwise method to assess for predictors of students' academic performance. Results indicated that UCAS scores (previous academic performance) were the only significant predictor for first-years' academic performance.
British Psychological Society, Division for Teachers & Researchers in Psychology. St Andrews House, 48 Princess Road East, Leicester, LE1 7DR, UK. Tel: +44-1162-529551; Fax: +44-1162-271314; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (Birmingham)
Grant or Contract Numbers: N/A