The relationship between academic resilience and test anxiety, problematic internet use, perceived social support, and academic self-efficacy

Within the scope of this mixed methods research, the relationship between academic resilience and test anxiety, problematic internet use, perceived social support and academic self-efficacy in high school students was investigated. In the quantitative part of the study, the relationship between test anxiety, problematic internet use, perceived social support and academic self-efficacy as predictors of academic resilience was examined by hierarchical regression analysis. As a result of the hierarchical regression analysis, test anxiety and problematic internet use predicted academic resilience at a significant level negatively; perceived social support and academic self-efficacy predicted academic resilience positively and significantly. However, it was determined that the academic resilience scores of science high school students were higher than those of Anatolian high school and vocational high school students. The phenomenological method was used in the qualitative part of the study to describe the experiences of high school students regarding test anxiety, problematic internet use, perceived social support, academic self-efficacy and academic resilience. In the qualitative findings of the study, in addition to the quantitative findings, it was observed that the students used methods such as receiving environmental support against failure and pressure, using self-regulation skills, positive self-talk, ignoring and internal coping.