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The Connor–Davidson Resilience Scale (CD-RISC) was developed by Kathryn M. Connor and Jonathan R.T. Davidson as a means of assessing resilience. [1] The CD-RISC is based on Connor and Davidson's operational definition of resilience, which is the ability to "thrive in the face of adversity." Since its development in 2003, the CD-RISC has been ...
Resilience: The construct called "resilience" is characterized as positive coping and adaptation in the face of risk or adversity. [18] It is the "positive psychological capacity to rebound, to 'bounce back' from adversity, uncertainty, conflict, failure, or even positive change, progress, and increased responsibility" (Luthans, 2002, p. 702). [19]
Psychological resilience is the ability to cope mentally and emotionally with a crisis, or to return to pre-crisis status quickly. [1]The term was popularized in the 1970s and 1980s by psychologist Emmy Werner as she conducted a forty-year-long study of a cohort of Hawaiian children who came from low socioeconomic status backgrounds.
Implicit in the idea of thriving and resilience both is the presence of adversity. O'Leary and Ickovics created a four-part diagram of the spectrum of human response to adversity, the possibilities of which include: succumbing to adversity, surviving with diminished quality of life, resiliency (returning to baseline quality of life), and ...
An adversity quotient (AQ) is a score that measures the ability of a person to deal with adversities in their life. [1] As per W Hidayat, the AQ also has an effect on the student's mathematics understandability. Hence, it is commonly known [by whom?] as the science of resilience.
Ann S. Masten (born January 27, 1951) is a professor at the Institute of Child Development at the University of Minnesota known for her research on the development of resilience and for advancing theory on the positive outcomes of children and families facing adversity. [1]
An important part of the heritage of family resilience is the concept of individual psychological resilience which originates from work with children focusing on what helped them become resilient in the face of adversity. [1] Individual resilience emerged primarily in the field of developmental psychopathology as scholars sought to identify the ...
Academic buoyancy is a type of resilience relating specifically to academic attainment. It is defined as 'the ability of students to successfully deal with academic setbacks and challenges that are ‘typical of the ordinary course of school life (e.g. poor grades, competing deadlines, exam pressure, difficult schoolwork)'. [1]