Conceptual Confusion: Identifying the Optimal Conceptualization of Resilience for Higher Education Students

Abstract

A rapidly burgeoning evidence base shows that low levels of resilience compromise higher education students’ well-being and academic success. Resilience programs can be an effective means of helping students adapt to the personal and academic stressors they may encounter. However, the development of such programs is hindered by inconsistent conceptualizations of resilience in the fields of psychology and education. To effectively support higher education students in strengthening their resilience, it is crucial to first clearly describe the construct in the literature, as its conceptualization lays the foundation for the development of ensuing resilience programs. This begs the question: Which conceptualization of resilience is most conducive to developing resilience programs within the context of higher education? The purpose of this paper is to discuss the diverse conceptualizations of resilience and identify the most appropriate one to underpin resilience programs in higher education. A review of the theoretical literature on resilience was conducted to achieve these two objectives. Upon examining trait, process, and outcome approaches to conceptualizing resilience, the process-oriented conceptualization is argued to be the most suitable for developing resilience programs in higher education. The adoption of a biopsychosocial approach to target the various factors that facilitate this resilience process is warranted to promote advancements in practice. In addition to having practical implications for professors, support staff, and policymakers involved in student well-being promotion efforts, these findings may help inform future resilience inquiries in psychology and education.