Interaction between academic resilience and academic achievement of teacher trainees

This study sought to explore the interaction between academic resilience and academicachievement as measured by Grade Point Average (GPA). To this end, the Academic ResilienceScale (Cassidy, 2016) consisting of 30 items and scored on a 5-point Likert scale wasadministered. The overall reliability of the scale was .79 and the reliability coefficients for thethree sub-scales were above .70. Student GPAs (M= 2.50, SD= .51) were procured by a selfreport item. The sample of the study consisted of 198 preservice English language teachers ata foundation university in Turkey. Descriptive results showed that participants scored higheston 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 multipleregression analysis manifested reflecting and adaptive help-seeking to be the only significantpredictor of GPA