The Importance Of Academic Resilience In Human Resource Development

Education is one of the key ingredients of human resource development. It is also referred as a fundamental human right as well as a catalyst for economic growth and human development (Okumu et al., 2008). Hence it positively nourishes one to deal effectively and make a significant contribution towards self and the society. It further psychologically strengthens an individual. Thus it is very important in life and every child should have and must get opportunity to achieve his or her academic potentials. Moreover education at secondary school level is supposed to be bedrock and the foundation towards higher knowledge in tertiary institutions. Studies conducted by Miller-Grandvaur and Yoder (2002) on secondary schools education found out that

Resilience has been conceptualized as an individual characteristic (Werner, 2000) and the term resiliency has been used to refer good, stable, and consistent adaption under challenging conditions (Masten, 1994). Academic resilience took more attention between different components. Academic resilience includes components such as confidence, a sense of well-being, motivation, an ability to set goals, relationships/connections, and stress management. It has been also linked with school and life outcomes including academic success for students who are faced with great

Thus learning skills of resilience or resilience development can benefit students to improve their performance in academics as these skills can have a lasting impact on academic performance.

Hence there have been studies going on that have focused on strength based approach like resilience to motivate the students for improving their academic performances. Though studies are very limited in counselling and education but it appears to suggest Motivational Interviewing (MI) as a client centred approach that may be effective in addressing student’s academic motivation to perform well.

Motivational Interviewing, or MI, is goal oriented approach first introduced in the early 1980s by clinical professionals to help in the treating behavioural problems, such as alcoholism (Miller & Rose, 2009; Miller, 2004). This technique has been found to be effective in facilitating behavioural changes in patients. Students who learn MI also can apply it to their own behaviours, resulting in better academic outcomes (Sheldon, 2010; Pintrich, 1990). Studies have reported that MI has produced significant positive changes in academic performance and self-reported positive academic behaviour (Bala & Johansson, 2015)