Profiles of psychological resilience in college students with disabilities

Ganguly, Rahul and Perera, Harsha N. (2018) Profiles of psychological resilience in college students with disabilities. Journal of Psychoeducational Assessment. ISSN 0734-2829

Abstract

The present article reports on research conducted to identify profiles of psychological resilience using factor mixture models. We also examine gender as a predictor of resilience profile membership and career optimism, academic satisfaction, and psychological well-being as outcomes of profile membership. Based on resilience data from university students with disabilities, factor mixture modeling revealed three distinct profiles of resilience (viz., 'vulnerable', 'spirituality dominant', and 'engaged-resilient). Results also revealed that females were almost 4 times as likely to be in the spirituality-dominant profile than the vulnerable profile. Finally, distal outcome analyses revealed that career optimism, academic satisfaction, and well-being were higher in the engaged-resilient profile than the other profiles. Notably, spirituality-dominant and vulnerable individuals possessed about the same levels of career optimism, satisfaction, and well-being. The findings have important implications for the theory and assessment of resilience, suggesting the tenability of a person-centered assessment of psychological resilience.


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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Additional Information: Published online: 11 July 2018. Permanent restricted access to ArticleFirst version, in accordance with the copyright policy of the publisher.
Faculty/School / Institute/Centre: Current - Faculty of Business, Education, Law and Arts - School of Linguistics, Adult and Specialist Education
Date Deposited: 14 Feb 2019 00:05
Last Modified: 14 Feb 2019 04:36
Uncontrolled Keywords: psychological resilience, latent profiles, factor mixture models, resilience typology, distal outcomes
Fields of Research : 13 Education > 1303 Specialist Studies in Education > 130312 Special Education and Disability
Socio-Economic Objective: C Society > 93 Education and Training > 9301 Learner and Learning > 930103 Learner Development
Funding Details:
Identification Number or DOI: 10.1177/0734282918783604
URI: http://eprints.usq.edu.au/id/eprint/35783

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