Adversity encounter, academic resilience, grit: Unveiling the multifaceted pathways to academic success among college students
Helmer B. Montejo, Richel N. Bacaltos, Rachel Jane Casquejo & Juliet T. De La Cruz
Abstract
This study investigates the interplay of the relationship between adversity encounter, academic resilience, and grit in relation to the academic performance of third-year college students in a college in Cebu, Philippines. A descriptive-correlational research design was utilized. The data were collected from 961 respondents using standardized instruments: Adversity Quotient Profile® 9.1, Academic Resilience Scale (ARS-30), and Grit Scale-12 Items. Demographic data, including age, gender, field of study, General Weighted Average (GWA), and household monthly income, were also gathered. Results show that the majority of respondents (70%) were aged 18-22, with females representing 64% of the sample. Most students (88%) achieved a GWA between 1.4-1.9, reflecting a high academic performance. Financial setbacks were identified as the most prominent adversity (M = 3.22), with respondents presenting resilience by viewing challenges as motivation (M = 3.44) and valuing hard work (M = 2.96). Descriptive Correlational analysis discovered a significant positive relationship between adversity encounters, academic resilience, and grit. Specifically, the findings reveal that higher adversity encounter scores were positively associated with greater academic resilience and grit which correlated with improved academic performance. This research concludes that students’ ability to reframe adversity as a motivating factor to academic resilience, which when combine with hard work, improves academic performance. Recommendations consider the guidance and resilience-building programs that enhance teacher awareness of student struggles, empower guidance counselors, and involves the community to support students facing adversity. Future research should explore a wider population and implement a Financial Imposition through Literacy Education (F.I.L.E.) program to address financial challenges among students.
Keywords
adversity encounters, academic resilience, academic performance, descriptive-correlational design, grit
Author information & Contribution
Helmer B. Montejo. Corresponding author. Doctor of Education Major in Educational Management. Research Director and Chair of English Studies and Other Languages, Talisay City College. Email: hmontejo@uspf.edu.ph
Richel N. Bacaltos. Doctor of Education Major in Educational Management. College President, Talisay City College.
Rachel Jane Casquejo. Master of Arts in Education Major in English Teaching. Program Specialist for BSED-English, Talisay City College.
Juliet T. De La Cruz. Master of Education Major in Early Childhood Education, Faculty, Talisay City College.
"All authors equally contributed to the conception, design, preparation, data gathering and analysis, and writing of the manuscript. All authors read and approved the final manuscript."
Disclosure statement
No potential conflict of interest was reported by the author(s).
Funding
This work was not supported by any funding.
AI Declaration
Notes
This paper is presented at the 6th International Conference on Multidisciplinary Industry and Academic Research (ICMIAR)-2025
Acknowledgement
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Cite this article:
Montejo, H.B., Bacaltos, R.N., Casquejo, R.J. & De La Cruz, J.T. (2025). Adversity encounter, academic resilience, grit: Unveiling the multifaceted pathways to academic success among college students. Industry and Academic Research Review, 3(1), 16-38. https://doi.org/10.53378/iarr.184
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This work is licensed under a Creative Commons Attribution (CC BY 4.0) International License.
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