Academic Resilience and Psychological Flow Among University Students: Examining Gender and Residential Interaction Effects
DOI:
https://doi.org/10.59994/pau.2025.1.1Keywords:
Academic Resilience, Psychological Flow, Gender, Residence, University StudentsAbstract
This study aimed to investigate the relationship between academic resilience and psychological flow among university students, examine the predictive capacity of academic resilience for psychological flow, and analyze the interactive effects of gender and residence on both variables. The sample was 879 students (24.1% female) from Al-Azhar University. The Academic Resilience Scale was developed and the Psychological Flow Scale was adapted to Arabic. Results showed significant correlational relationship (r = 0.424) between academic resilience and psychological flow. The findings suggested the possibility of predicting the psychological flow by the sub-dimensions of academic resilience, except the academic emotional regulation, and the total score. Moreover, results showed that females did better in academic emotional regulation, whereas males exceeded in all elements of psychological flow. Additionally, the gender and residency effects were found to be statistically significant in terms of the intrinsic reward dimension of psychological flow. Results highlight the need to promote academic resilience to enhance psychological flow experiences of both genders and their residential differences while designing educational interventions. The findings highlight novel interactive effects of gender and residence on academic resilience and psychological flow to inform the design of targeted educational interventions based on demographic differences.
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