The relationship between preparatory school students' academic resilience and English language achievement

The present study aims to investigate preparatory school students' academic resilience levels and examine both family-based and education-related factors on their academic resilience in Turkish EFL context. Whether gender can be a factor on the students' academic resilience was also examined. Additionally, to figure out the correlation between students' academic resilience and their English language achievement is within the aims of this research. To achieve this, a quantitative research design was adopted and an academic resilience scale was administered to the preparatory school students who major in English Language Teaching Department and English Language Literature Department. Findings of the study indicate that academic resilience levels of the preparatory school students are at medium level. The sub-categories of the questionnaire have shown that the students are highly perseverant while they are reflective, adaptive help-seeker and they avoid negative effect and emotional response at medium level in the face of academic adversity. Gender differences have been determined among students in terms of the third sub-category of the academic resilience and it has been posed that male students are less affected by negative events and give response less emotionally when they face difficulty in academic context. Regarding the family-based and education-related factors, the statistical findings have indicated that both family and education have important effect on promoting the students' academic resilience. On the other hand, it has been revealed that there is a positive but weak correlation between the students' academic resilience and their achievement in English.