Examining the Relationship between Learning Strategies and the Four Cs of Academic Resilience among School Students

The purpose of the present study was to examine the relationship between self regulated learning strategies (elaboration, organization, meta cognitive self regulation, time management) and four C's of academic resilience (confidence, control, composure and commitment) of students. The sample consisted of 162 adolescents from various public schools of Patiala, Ludhiana (Punjab) and Chandigarh. Motivated Strategies for Learning Questionnaire (MSLQ, Pintrich et al. , 1991) and Motivation and Engagement High School Scale (Martin, 2012) were used to assess learning strategies and the four C's of academic resilience respectively. It was hypothesized that dimensions of learning strategies would positively correlate with self belief (confidence) and persistence (commitment) and would negatively correlate with anxiety (composure) and uncertain control respectively. Pearson product moment correlation coefficient was used to analyze the data. Implications of the findings have been discussed.