academic resilience

The present research was conducted to investigate the causal model of relationship between basic psychological needs and academic resilience in online education with the mediating role of ambiguity tolerance. The current research was applied in terms of purpose and correlational in terms of method. The population of the current research was Rahman Institute of Higher Education’s student studying in the academic year 2021-2022. Two hundred and seven students out of the population were selected through convenience sampling method. The data collection tool in the present research included The Basic Needs Satisfaction in General Scale (BNSG-S), Academic Resilience Inventory (ARI), and ambiguity tolerance (AT). Then the data were analyzed through structural equation method using SPSS 22 and Smart PLS 3 software. The research results showed that basic psychological needs positively and directly affect academic resilience (P<0.05). Moreover, the results revealed that ambiguity tolerance had a direct and positive effect on academic resilience (P<0.05). On the other hand, the indirect effect of basic psychological needs on academic resilience was confirmed through ambiguity tolerance (p<0.05); Therefore, it can be concluded that students whose basic psychological needs were satisfied more, had more tolerance for ambiguity; they were also more academically resilient; in the meantime, providing basic needs was especially important; Therefore, higher education administrators of the country should strive to develop these abilities in students.The present research was conducted to investigate the causal model of relationship between basic psychological needs and academic resilience in online education with the mediating role of ambiguity tolerance. 

In recent years, dynamic assessment and positive psychology have attracted the attention of many researchers. This phenomenological study explores Iranian intermediate English as a Foreign Language (EFL) learners' perception of academic buoyancy, reflective thinking, and academic resilience in response to dynamic assessment. Data were gathered through narrative inquiry, observation, and focus group discussion involving 18 intermediate EFL learners at a language institute in South Iran. Member checking, peer debriefing, and audit trail were used to ensure the credibility and dependability of the instruments. Thematic analysis of the qualitative data revealed that dynamic assessment positively influenced learners' academic buoyancy by providing tailored scaffolding and support, fostering resilience in the face of academic challenges, and enhancing reflective thinking abilities. These findings suggest that integrating dynamic assessment techniques into language teaching practices contributes to students' adaptive coping mechanisms and ability to navigate academic setbacks, enhancing their academic success and overall well-being. The study underscores the importance of incorporating dynamic assessment approaches to cultivate resilient and empowered learners within EFL settings. This study contributes to understanding dynamic assessment's role in fostering academic resilience and reflective thinking in language learning contexts. The implications of the study are discussed.