A CONCEPTUAL FRAMEWORK OF ACADEMIC RESILIENCE

Academic achievement is a key developmental venture for adolescents in the field of educational development across
the globe. It opens the door to higher education and occupational outcomes. Despite the problems encountered in every life, individuals who maintain their academic life efficaciously are an example of resilient persons. Institutions of higher education present a host of academic challenges that students have to overcome to succeed and graduate (mastering cognitively demanding materials, time management, etc.). Being chronic withinside the face of these
challenges is what defines the psychological construct of resilience (Connor & Davidson, 2003). Resilience is the core
strength everyone uses to lift the load of life. It is not a permanent trait. Flexibility, adaptability, and perseverance can help everyone tap into their adjustment by changing certain thoughts and behaviours. Resilience is defined as the process, ability, or result of successfully adapting in the face of difficult or threatening situations (A. J. Martin & Marsh, 2009).
Academic resilience is the ability to deal with academic setbacks, stress, and study pressure; to persevere and achieve in the academic environment; to rise using assets from internal and external support to face adversity; the likelihood
of success in school and life accomplishments despite environmental adversities brought about early traits, conditions, and experiences’; to maintain high motivation and performance with events that put them at academic risk; to achieve
good academic achievement after facing a negative event or difficult situation (Dalimunthe et al., 2021; Liu & Platow, 2020; A. Martin, 2002; A. J. Martin & Marsh, 2009; Wang et al., 1994).
Academic resilience is the most important and applied factor for student life. It is affected by two categories of factors: risk factors (disadvantage family background, academic environmental, social, emotional, psychological, skilled oriented and policy development process factors); protective factors (academic resilience are internal, external; school and professional factors; social factors; psychological factor, environmental factors, academically protectives family.) In an era of falling resilience and warning levels of the learners in mainstreaming, building a classroom
supportive climate may be an instructional instrument that all educators should assign for the success of learners.