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Effects of Resilience, Emotional Support and Self-Regulation on Undergraduates' Academic Success: A Moderating and Mediating Analysis

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Title: Effects of Resilience, Emotional Support and Self-Regulation on Undergraduates' Academic Success: A Moderating and Mediating Analysis
Language: English
Authors: Sunday Nnamdi Okocha (ORCID 0000-0001-7817-0833), Mensah Prince Osiesi (ORCID 0000-0002-7660-6127), Bolanle Oriola, Tolulope Oluwatoyin Olayiwola-Adedoja, Adesina Isaac Okunade (ORCID 0009-0009-8472-8261), Abiodun Adesope Fadiya, Monica Ngozi Odinko, Babatunde Kasim Oladele
Source: Journal of Applied Research in Higher Education. 2025 17(7):168-189.
Availability: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
Peer Reviewed: Y
Page Count: 22
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Descriptors: Undergraduate Students, Social Support Groups, Resilience (Psychology), Self Management, Learning Strategies, Academic Achievement, Foreign Countries, Student Attitudes, Predictor Variables
Geographic Terms: Nigeria
DOI: 10.1108/JARHE-11-2024-0609
ISSN: 2050-7003
1758-1184
Abstract: Purpose: Academic failure is seen as an educational challenge, and students are unable to adapt to the required academic skills that could foster academic success. Research on students' academic success and emotional support along the lines of moderation and mediation effects of resilience and self-regulation, especially among undergraduates in Sub-Saharan Africa (with Nigeria in context), is sparse. This study, therefore, investigates the moderating and mediating effects of resilience and self-regulation on the relationship between emotional support and academic success among undergraduates in South-West Nigeria. Design/methodology/approach: The study adopted a non-experimental design of correlational research type and was underpinned by the conservation of resources (COR) and self-determination theories (SDT). The study population was comprised of undergraduates from universities in South-West Nigeria. The questionnaires used for data collection were the Students' Academic Success Questionnaire (SASQ; a = 0.87), Students' Emotional Support Questionnaire (SESQ; a = 0.93), Students' Resilience Questionnaire (SRQ; a = 0.94) and Students' Self-Regulation Questionnaire (SSRQ; a = 0.95). The Hayes macro process model 5 in SPSS version 26.0 was used for the data analysis at a 0.05% significance level. Findings: Findings indicate a significant positive relationship among undergraduates' emotional support, self-regulation, resilience and academic success; resilience significantly moderates the relationship between emotional support and academic success; self-regulation partially mediates the impact of the relationship between emotional support and academic success. Originality/value: Students' academic success over the years has been attributed to several variables, with students falling below the perceived academic benchmarks. Nevertheless, studies investigating the moderating or mediating role of academic resilience through self-regulation and emotional support on students' academic success in universities, especially in Sub-Saharan Africa, seem sparse. More importantly, this study provides empirical evidence that undergraduates' resilience, self-regulation and emotional support positively impact academic success. Also, undergraduates' resilience positively and significantly moderated the relationship between emotional support and academic success. Moreover, undergraduates' self-regulation partially mediated the relationship between emotional support and academic success.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1471483
Database: ERIC
FullText Text:
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  Data: Effects of Resilience, Emotional Support and Self-Regulation on Undergraduates' Academic Success: A Moderating and Mediating Analysis
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  Data: <searchLink fieldCode="AR" term="%22Sunday+Nnamdi+Okocha%22">Sunday Nnamdi Okocha</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7817-0833">0000-0001-7817-0833</externalLink>)<br /><searchLink fieldCode="AR" term="%22Mensah+Prince+Osiesi%22">Mensah Prince Osiesi</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7660-6127">0000-0002-7660-6127</externalLink>)<br /><searchLink fieldCode="AR" term="%22Bolanle+Oriola%22">Bolanle Oriola</searchLink><br /><searchLink fieldCode="AR" term="%22Tolulope+Oluwatoyin+Olayiwola-Adedoja%22">Tolulope Oluwatoyin Olayiwola-Adedoja</searchLink><br /><searchLink fieldCode="AR" term="%22Adesina+Isaac+Okunade%22">Adesina Isaac Okunade</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0009-8472-8261">0009-0009-8472-8261</externalLink>)<br /><searchLink fieldCode="AR" term="%22Abiodun+Adesope+Fadiya%22">Abiodun Adesope Fadiya</searchLink><br /><searchLink fieldCode="AR" term="%22Monica+Ngozi+Odinko%22">Monica Ngozi Odinko</searchLink><br /><searchLink fieldCode="AR" term="%22Babatunde+Kasim+Oladele%22">Babatunde Kasim Oladele</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Applied+Research+in+Higher+Education%22"><i>Journal of Applied Research in Higher Education</i></searchLink>. 2025 17(7):168-189.
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  Data: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
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  Data: Y
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  Data: 22
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  Data: 2025
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  Data: Journal Articles<br />Reports - Research<br />Tests/Questionnaires
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Support+Groups%22">Social Support Groups</searchLink><br /><searchLink fieldCode="DE" term="%22Resilience+%28Psychology%29%22">Resilience (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Management%22">Self Management</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Strategies%22">Learning Strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Predictor+Variables%22">Predictor Variables</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Nigeria%22">Nigeria</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1108/JARHE-11-2024-0609
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2050-7003<br />1758-1184
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Purpose: Academic failure is seen as an educational challenge, and students are unable to adapt to the required academic skills that could foster academic success. Research on students' academic success and emotional support along the lines of moderation and mediation effects of resilience and self-regulation, especially among undergraduates in Sub-Saharan Africa (with Nigeria in context), is sparse. This study, therefore, investigates the moderating and mediating effects of resilience and self-regulation on the relationship between emotional support and academic success among undergraduates in South-West Nigeria. Design/methodology/approach: The study adopted a non-experimental design of correlational research type and was underpinned by the conservation of resources (COR) and self-determination theories (SDT). The study population was comprised of undergraduates from universities in South-West Nigeria. The questionnaires used for data collection were the Students' Academic Success Questionnaire (SASQ; a = 0.87), Students' Emotional Support Questionnaire (SESQ; a = 0.93), Students' Resilience Questionnaire (SRQ; a = 0.94) and Students' Self-Regulation Questionnaire (SSRQ; a = 0.95). The Hayes macro process model 5 in SPSS version 26.0 was used for the data analysis at a 0.05% significance level. Findings: Findings indicate a significant positive relationship among undergraduates' emotional support, self-regulation, resilience and academic success; resilience significantly moderates the relationship between emotional support and academic success; self-regulation partially mediates the impact of the relationship between emotional support and academic success. Originality/value: Students' academic success over the years has been attributed to several variables, with students falling below the perceived academic benchmarks. Nevertheless, studies investigating the moderating or mediating role of academic resilience through self-regulation and emotional support on students' academic success in universities, especially in Sub-Saharan Africa, seem sparse. More importantly, this study provides empirical evidence that undergraduates' resilience, self-regulation and emotional support positively impact academic success. Also, undergraduates' resilience positively and significantly moderated the relationship between emotional support and academic success. Moreover, undergraduates' self-regulation partially mediated the relationship between emotional support and academic success.
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  Data: 2025
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        Value: 10.1108/JARHE-11-2024-0609
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 22
        StartPage: 168
    Subjects:
      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: Social Support Groups
        Type: general
      – SubjectFull: Resilience (Psychology)
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      – SubjectFull: Self Management
        Type: general
      – SubjectFull: Learning Strategies
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      – SubjectFull: Academic Achievement
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Predictor Variables
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      – SubjectFull: Nigeria
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