Iranian Journal of Medical Education

Introduction: Given the necessity and importance of addressing academic resilience as one of the less explored areas to find academic motivation in the educational system, the present study aimed to investigate the factors that affect students’ academic resilience in Bushehr University of Medical Sciences in 2015.
Methods: This correlational study was performed in the form of a causality model by using path analysis model. For this purpose, 237 students of Bushehr University of Medical Sciences were selected by stratified random sampling. Subjects responded to Samuels’ Academic Resilience Inventory (ARI), Martin and Marsh’s academic vitality, and Morris’s academic self-efficacy questionnaires. Data were analyzed in AMOS software using descriptive statistics, correlation coefficient tests, and path analysis and goodness of fit indices.
Results: Academic and social self-efficacy had a direct effect on academic vitality and an indirect significant effect on resilience. Academic vitality had a direct positive effect on academic resilience. However, emotional self-efficacy did not have any significant direct or indirect effect on academic vitality.
Conclusion: Self-efficacy was an effective factor in academic vitality and teaching self-efficacy skills could lead to academic vitality. Also, programs should be planned to enhance students’ academic resilience, coping with stress and academic success.