INTERACTION BETWEEN ACADEMIC RESILIENCE AND ACADEMIC ACHIEVEMENT OF TEACHER TRAINEES

This study sought to explore the interaction between academic resilience and academic achievement as measured by Grade Point Average (GPA). To this end, the Academic Resilience Scale (Cassidy, 2016) consisting of 30 items and scored on a 5-point Likert scale was administered. The overall reliability of the scale was .79 and the reliability coefficients for the three sub-scales were above .70. Student GPAs (M= 2.50, SD= .51) were procured by a self-report item. The sample of the study consisted of 198 preservice English language teachers at a foundation university in Turkey. Descriptive results showed that participants scored highest on reflecting and adaptive help-seeking (M= 3.77, SD= .58). It was followed by perseverance (M= 3.44, SD= .41) and negative affect and emotional response (M= 2.90, SD= .69) dimensions. Moreover, positive correlations were revealed between GPA and perseverance (r= .20, p <.05) and reflecting and adaptive help-seeking (r= .37, p<.01). The results of the multiple regression analysis manifested reflecting and adaptive help-seeking to be the only significant predictor of GPA