Influence of Academic Resilience and Learning Styles on Temperament among Adolescents
DOI:
https://doi.org/10.66635/yebcef03Keywords:
academic resilience, learning styles, VARK, temperament, adolescent development, emotional regulationAbstract
Adolescents face constant academic pressure, and how they handle it often says a lot about who they are becoming emotionally. This paper looks at whether two things — how resilient a student is academically, and how they prefer to learn — line up with their overall temperament. One hundred school-going adolescents (50 boys, 50 girls, aged 13 to 18) were surveyed using an academic resilience scale, the VARK learning-style questionnaire, and a temperament inventory. The numbers told a fairly clear story: resilience and temperament moved together in a strong, positive way (r = .667, p < .001), so the more resilient a student was, the steadier their temperament tended to be. Grouping students by their dominant learning style also mattered — an ANOVA showed real differences in temperament across the four VARK groups (F(3, 96) = 3.15, p = .029), with Read/Write learners coming out on top. Boys and girls, interestingly, did not differ much on temperament at all (t(98) = 0.45, p = .650). When all the predictors were entered into a regression model together, resilience was really the only one carrying weight (β = .43, p < .001), accounting for close to half the variance (R² = .456). Taken together, the results point to resilience, more than learning-style preference on its own, as the variable schools should be paying attention to if temperament and emotional steadiness are a concern.
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