Title: Mapping a Nomological Network of Resilience
Stream: Mental Health
Presentation Type: Live-Stream Presentation
Clarissa Janousch, University of Applied Sciences and Arts Northwestern Switzerland, Switzerland
Frederick Anyan, Norwegian University of Science and Technology, Norway
Céline Anne Favre, University of Applied Sciences and Arts Northwestern Switzerland, Switzerland
Dilan Aksoy, University of Applied Sciences and Arts Northwestern Switzerland, Switzerland
Wassilis Kassis, University of Applied Sciences and Arts Northwestern Switzerland, Switzerland
Evidence for the nature and related mechanisms underlying resilience measured by the Resilience Scale for Adolescents (READ) is limited. Even though validation studies of the scale exist, no nomological network analysis of the scale has ever been conducted. Therefore, the network of resilience has been examined, including sociodemographic variables, symptoms of anxiety and depression, stress, self-efficacy, and self-esteem. Data was collected from 1,986 students aged 10-15 (t1: M = 11.76; SD = .65) in September/October 2020 and April/May 2021 (t2: M = 12.28; SD = .56). First, structural and temporal stability of the READ was tested. Secondly, the nomological network of the scale was analyzed. Third, zero-order correlations and structural equation modeling with the READ and key conceptual domains were conducted. Finally, the effects of demographic variables were investigated using independent t-tests and analyses of variance (ANOVA).
Results supported a 24-item, 5-factor structure of resilience (Askeland et al. 2019) including the subdimensions goal orientation, family cohesion, social competence, social support and self-confidence. Only trivial changes in measurement invariance models across time and gender could be detected. The network analyses identified strong connections between indicators belonging to social support, and family cohesion. Furthermore, the READ was concurrently associated with the key domains. In general, males, natives, and students with a high sociocultural status showed significantly higher levels of protective factors than females, students with a migration background, and students with a lower sociocultural status. Therefore, specific interventions for these groups are needed to foster their protective factors and minder risk factors.
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