Written Strength: Evaluating Self-Affirmation Notes as an Intervention for Academic Resilience Among Nursing Students
##doi.readerDisplayName##:
https://doi.org/10.65166/k2cvde10关键词:
academic resilience, self-affirmation, written intervention, nursing students, behavioral intervention, higher education摘要
Academic resilience is especially relevant in demanding professional programs where students must manage sustained academic workloads, performance expectations, and emerging clinical responsibilities. This study evaluated written self-affirmation notes as a brief behavioral intervention for academic resilience among second-year nursing students. Thirty participants were recruited through convenience sampling and randomly assigned to an experimental condition that completed daily self-affirmation writing or a control condition that completed neutral descriptive writing. Both groups performed the assigned task for approximately 3-5 minutes daily over five days. Academic resilience was measured using the 30-item Academic Resilience Scale at pre-test, post-test, and follow-up. Across the full sample, mean resilience scores increased from pre-test (M = 2.29, SD = 0.24) to post-test (M = 2.51, SD = 0.43) and remained higher at follow-up (M = 2.55, SD = 0.42). The inferential analysis evaluated paired changes across measurement periods after pooling the experimental and control groups. Consequently, the observed improvement cannot be attributed specifically to self-affirmation. The findings nevertheless demonstrate the feasibility of a low-cost written activity and support further investigation of self-affirmation as a potential behavioral strategy for strengthening academic resilience in demanding educational environments. Because the available analysis does not include a condition-by-time test, treatment-specific efficacy is not claimed.
##plugins.themes.default.displayStats.downloads##
参考
Adame, J. K. M. (2026). Adversity quotient, resilience and professional effectiveness among helping professionals. International Journal of Behavioral and Social Analytics, 1(1). https://doi.org/10.65166/gwh4j269
Balut, I. M., Baltazar, R. K., Fronda, M., Siador, K., Tandog, P. J. B., & Atento, R. G. (2026). Peer influence experiences and personal-social competencies among late adolescents: Evidence from a private higher education institution in the Philippines. International Journal of Behavioral and Social Analytics, 1(1). https://doi.org/10.65166/magr2j66
Bermido, C. M., Quinto, L. F., & Atento, R. G. O. (2025). A qualitative thematic review of contemporary challenges affecting health professions education: Implications for higher education leadership. International Journal of Health and Business Analytics, 1(2). https://doi.org/10.65166/yfm5w791
Cassidy, S. (2016). The Academic Resilience Scale (ARS-30): A new multidimensional construct measure. Frontiers in Psychology, 7, 1787. https://doi.org/10.3389/fpsyg.2016.01787
Cohen, G. L., & Sherman, D. K. (2014). The psychology of change: Self-affirmation and social psychological intervention. Annual Review of Psychology, 65, 333-371. https://doi.org/10.1146/annurev-psych-010213-115137
Dancel, M. R., España, G. B., Asnar, D. A., Batol, C. Y., & Atento, R. G. (2026). Introversion and passive social media engagement among Generation Z college students: A descriptive-correlational study. International Journal of Behavioral and Social Analytics, 1(1). https://doi.org/10.65166/d56jma06
Datu, J. A. D., & Mateo, N. J. (2020). Character strengths, academic self-efficacy, and well-being outcomes in the Philippines: A longitudinal study. Children and Youth Services Review, 119, 105649. https://doi.org/10.1016/j.childyouth.2020.105649
Easterbrook, M. J., Harris, P. R., & Sherman, D. K. (2021). Self-affirmation theory in educational contexts. Journal of Social Issues, 77(3), 683-701. https://doi.org/10.1111/josi.12459
Escobar-Soler, C., Berrios, R., Peñaloza-Díaz, G., Melis-Rivera, C., Caqueo-Urízar, A., Ponce-Correa, F., & Flores, J. (2024). Effectiveness of self-affirmation interventions in educational settings: A meta-analysis. Healthcare, 12(1), 3. https://doi.org/10.3390/healthcare12010003
Guillasper, J. N., Oducado, R. M. F., & Soriano, G. P. (2021). Protective role of resilience on COVID-19 impact on the quality of life of nursing students in the Philippines. Belitung Nursing Journal, 7(1), 43-49. https://doi.org/10.33546/bnj.1297
Hechanova, M. R. M., Jocson, R. M., Alianan, A. S., Delos Santos, J. J. I., Manaois, J. O., Gomez, G. A., & Lamzon, G. R. (2023). Developing resilience online: Evaluation of synchronous and asynchronous resilience interventions for Filipino college students. Research in Learning Technology, 31, Article 2890. https://doi.org/10.25304/rlt.v31.2890
Hoffman, A. J., & Schacter, H. L. (2024). The promise of an identity-based self-affirmation intervention in protecting against self-esteem declines at the high school transition. Developmental Psychology, 60(10), 1842-1854. https://doi.org/10.1037/dev0001789
Malabanan, M. G. A. (2026). A confirmatory factor analysis on the risk factors for mental health challenges among university students in Calabarzon: Basis for a dual continua wellness initiative (DCWI). International Journal of Behavioral and Social Analytics, 1(1). https://doi.org/10.65166/fvqyqy91
Manio, C. M. D., San Juan, F. M. Z., Atento, R. G., & Valderama, M. L. P. (2026). Desk organization and task efficiency: A within-subjects quasi-experiment on puzzle completion time among first-year civil engineering students. International Journal of Behavioral and Social Analytics, 1(1). https://doi.org/10.65166/vt40ef74
Pulido-Martos, M., Augusto-Landa, J. M., & Lopez-Zafra, E. (2012). Sources of stress in nursing students: A systematic review of quantitative studies. International Nursing Review, 59(1), 15-25. https://doi.org/10.1111/j.1466-7657.2011.00939.x
Qi, Y. (2026). Fear of intimacy, self-identity, and self-disclosure among Chinese medical college students. International Journal of Behavioral and Social Analytics, 1(1). https://doi.org/10.65166/zdqxp593
Rao, L., Tian, Y., & Atento, R. G. O. (2025). Adoption and perceived effectiveness of AI in education: Personalization, outcomes, and equity. International Journal of Health & Business Analytics, 1(1). https://doi.org/10.65166/qgq89291
Ruela, M., Calivo, E., Elizalde, J. M., Franco, J. R., Monteverde, D., & Atento, R. G. (2026). Social media use, self-esteem, and body image among psychology students in a college in Bulacan, Philippines. International Journal of Behavioral and Social Analytics, 1(1). https://doi.org/10.65166/eyc5vq20
Rui, J. (2026). Perceived parenting style, self efficacy and self control among college students. International Journal of Behavioral and Social Analytics, 1(1). https://doi.org/10.65166/p696ww65
San Juan, F. M. Z., Elardo, C. J., Atento, R. G., & Valderama, M. L. P. (2026). Digital sleep diary self-monitoring and perceived sleep quality in civil engineering students: A pilot pretest-posttest controlled study. International Journal of Behavioral and Social Analytics, 1(1). https://doi.org/10.65166/cdq7k160
Sherman, D. K., Lokhande, M., Müller, T., & Cohen, G. L. (2021). Self-affirmation interventions. In G. M. Walton & A. J. Crum (Eds.), Handbook of wise interventions: How social psychology can help people change (pp. 62-95). Guilford Press.
Steele, C. M. (1988). The psychology of self-affirmation: Sustaining the integrity of the self. Advances in Experimental Social Psychology, 21, 261-302. https://doi.org/10.1016/S0065-2601(08)60229-4
Xu, Q., Li, S., & Yang, L. (2025). The effects of self-affirmation on school adjustment of college freshmen: A randomized controlled trial. International Journal of Educational Research, 131, 102606. https://doi.org/10.1016/j.ijer.2025.102606
Yan, H. (2026). Craftsmanship spirit, professional values, and learning motivation among Chinese higher vocational college students. International Journal of Behavioral and Social Analytics, 1(1). https://doi.org/10.65166/wvm4ge89
##submission.downloads##
已出版
期次
栏目
##submission.license##
##submission.copyrightStatement##
##submission.license.cc.by-nc-sa4.footer##This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Authors retain copyright of their articles but grant the International Journal of Health & Business Analytics (IJHBA) the right of first publication.
