Title: The Impact of Psychological Resilience on Achievement Procrastination for School Children During COVID- 19
Stream: Mind, Brain & Psychology: Human Emotional & Cognitive Development & Outcomes within Educational Contexts
Presentation Type: Live-Stream Presentation
Suzanne Arafa, University of Bahrain, Bahrain
Background: Non-cognitive skills have received increased attention from educators, leading to the development of programs such as character development and resilience training, which can influence healthy emotions, emotional regulation, motivation, and cognitive engagement. The COVID-19 pandemic posed challenges to many educational sectors, particularly children who were enrolled in online courses and exams. As students prepare for the school transition, having a framework that provides tools to help them develop resilience may be beneficial.
Objective: The study aims to design a resilience-coping framework for supporting children return to school, their ability to cope, rather than trauma and anxiety, focusing on their strengths, self-regulation, and hope.
Method: An experimental design will be used to assess the effectiveness of this program. The Resiliency Scales for Children and Adolescents (RSCA) were administered to 100 children aged 9 years. The intervention group included 54 children, while the control group included 46 children. Adults rated qualitative data for children's behaviour (parent, teacher).
Results: Resilience indicators improved in the educational intervention group. Emotional awareness, self-regulation, perseverance, determination, mindfulness, problem-solving, and goal commitment have all shown significant increases in coping skills.
Recommendation: Engaging in activities that promote positive coping with adversity, competence, and resilience would be promoted as an essential part of the curriculum to overcome procrastination.
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