EXPERIENCE IN DEVELOPING AN ACADEMIC RESILIENCE QUESTIONNAIRE

Abstract

The article presents the results of the comprehensive development and psychometric validation of the original Academic Resilience Questionnaire, adapted to the challenges of the modern educational environment in Ukraine. The relevance of the study is driven by the urgent scientific and social need to create a reliable diagnostic tool for assessing students' ability to maintain high productivity, subjective well-being, and emotional stability under the cumulative stressors of wartime. Based on systemic theoretical analysis, resilience is defined as a complex dynamic construct integrating cognitive, emotional, social, and behavioral personality resources of the future specialist. During the empirical pilot testing of the proposed methodology on a representative sample of higher education students, a sequential factor analysis procedure and a thorough internal consistency check of individual scales were implemented. The final five-factor structure of the questionnaire, consisting of 23 items, was empirically substantiated and distributed across the following factors: «Cognitive Adaptability», «Personal Agency», «Emotional Self-Regulation», «Socio-Instrumental Resource», and «Behavioral Persistence». It was established that the developed model explains 58.95% of the total variance. Sampling adequacy was confirmed by a high KMO value (0.808) and the statistical significance of Bartlett's test of sphericity (p < 0.001). Particular attention is paid to the stage of statistical optimization, where the deliberate exclusion of redundant items increased the information value of factors and significantly improved the internal reliability of the «Behavioral Persistence» scale to α = 0.673. Overall consistency indicators across all scales (Cronbach's α ranging from 0.645 to 0.852) and high item discrimination (Ferguson's δ coefficients in the range of 0.823–0.939) confirm the psychometric viability of the instrument. The factor of personal agency was identified as the most powerful psychometric core of the questionnaire, indicating the decisive role of the student's active subjective position in overcoming complex academic obstacles. The results provide a solid basis for further standardization – determining norms, traditional validation, and establishing test-retest reliability.