Factors that Influence Academic Resilience of Students from Economically Disadvantaged Environments in South Africa During the COVID-19 Era
Segun Emmanuel Adewoye 
Issue: Vol.5 No. 10 December 2024 Article 2 pp.401-412
DOI : https://doi.org/10.38159/jelt.20245102 | Published online 18th December, 2024.
© 2024 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
Many students from economically disadvantaged backgrounds faced challenges in their academic prospects even prior to the COVID-19 pandemic, as a result of risk factors both in the family and school environments. Despite these challenges, some learners from economically disadvantaged areas in South Africa go on to achieve academically, while others succumb to risk factors. The purpose of this study was to examine factors that influence the academic resilience of students from economically disadvantaged environments in South Africa during the COVID-19 Era. A phenomenological research design was adopted using a qualitative research approach. A non-random purposive sampling technique was used to identify 20 adolescent school learners within the age bracket of 12 to 14 from underprivileged backgrounds to participate in the study. Data was collected using semi-structured individual interviews which were also audio-recorded. Following recordings, the interviews were transcribed. The data was analysed using inductive thematic analysis. The findings of this study revealed that optimism and hopefulness, determination and perseverance, internal locus of control and family support were the resilient factors that contributed to the academic resilience of learners from economically disadvantaged environments during the COVID-19 pandemic. The broad implication of these findings is that students from economically disadvantaged backgrounds can succeed academically if they leverage their resilience on internal and external protective factors. By providing insight into the factors that enhance academic resilience, parents and teachers can help learners build the resilience needed to persevere through academic difficulties and succeed in their educational journey.
Keywords: Academic Resilience, Academic Achievement, Adversity, Covid-19, Economically Disadvantaged Students
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Dr. Segun Emmanuel Adewoye is a Post-Doctoral Research Fellow at the Department of Psychology, University of South Africa. He holds a PhD in Educational Psychology, from the University of Pretoria, South Africa. His research interests focus on resilience, LGBTQ, Cognitive Psychology; CyberPsychology; Cyber Bullying; and School bullying.
Adewoye, Segun Emmanuel.”Factors that Influence Academic Resilience of Students from Economically Disadvantaged Environments in South Africa During the COVID-19 Era.” Journal of Education and Learning Technology 5, no.9 (2024): 401-412. https://doi.org/10.38159/jelt.20245102
© 2024 The Author(s). Published and Maintained by Noyam Journals. This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
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