Profiles of psychological resilience in college students with disabilities

Article


Ganguly, Rahul and Perera, Harsha N.. 2019. "Profiles of psychological resilience in college students with disabilities." Journal of Psychoeducational Assessment. 37 (5), pp. 635-651. https://doi.org/10.1177/0734282918783604
Article Title

Profiles of psychological resilience in college students with disabilities

ERA Journal ID6453
Article CategoryArticle
AuthorsGanguly, Rahul (Author) and Perera, Harsha N. (Author)
Journal TitleJournal of Psychoeducational Assessment
Journal Citation37 (5), pp. 635-651
Number of Pages17
Year2019
Place of PublicationUnited States
ISSN0734-2829
1557-5144
Digital Object Identifier (DOI)https://doi.org/10.1177/0734282918783604
Abstract

The present article reports on research conducted to identify profiles of psychological resilience using factor mixture models. We also examine gender as a predictor of resilience profile membership and career optimism, academic satisfaction, and psychological well-being as outcomes of profile membership. Based on resilience data from university students with disabilities, factor mixture modeling revealed three distinct profiles of resilience (viz., 'vulnerable', 'spirituality dominant', and 'engaged-resilient). Results also revealed that females were almost 4 times as likely to be in the spirituality-dominant profile than the vulnerable profile. Finally, distal outcome analyses revealed that career optimism, academic satisfaction, and well-being were higher in the engaged-resilient profile than the other profiles. Notably, spirituality-dominant and vulnerable individuals possessed about the same levels of career optimism, satisfaction, and well-being. The findings have important implications for the theory and assessment of resilience, suggesting the tenability of a person-centered assessment of psychological resilience.

Keywordspsychological resilience, latent profiles, factor mixture models, resilience typology, distal outcomes
ANZSRC Field of Research 2020390411. Special education and disability
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Byline AffiliationsSchool of Linguistics, Adult and Specialist Education
University of Nevada, United States
Institution of OriginUniversity of Southern Queensland
Funding source
Grant ID
Project No. 1005571
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