~ 7 ~ ISSN Print: 2394-7500 ISSN Online: 2394-5869 Impact Factor: 8.4 IJAR 2021; 7(1): 07-11 www.allresearchjournal.com Received: 04-11-2020 Accepted: 06-12-2020 Jincy Cherian Research Scholar, Department of Psychology, Dayalbagh Educational Institute, Agra, Uttar Pradesh, India Dr Preet Kumari Assistant Professor, Department of Psychology, Dayalbagh Educational Institute, Agra, Uttar Pradesh, India SP Sinha Professor Emeritus, Department of Psychology, Dayalbagh Educational Institute, Agra, Uttar Pradesh, India Corresponding Author: Jincy Cherian Research Scholar, Department of Psychology, Dayalbagh Educational Institute, Agra, Uttar Pradesh, India Self-concept, emotional maturity and spirituality as predictors of academic resilience among undergraduate students Jincy Cherian, Dr Preet Kumari and SP Sinha Abstract Academic resilience can be defined as an energy and drive to learn, the ability to work effectively, and achieve academically in spite of stressors and risk factors. The present research aimed to study the relationship of academic resilience with self-concept, spirituality, emotional maturity among undergraduate students. A sample of 300 undergraduate students (150 males, 150 females) was selected. Academic Resilience Scale (ARS-30, Simon Cassidy), Self-Concept Rating Scale (Deo, 1998) [4] , Spiritual Belief Scale (Deshmukh and Deshmukh, 2012) [5] and Emotional Maturity Scale (Singh and Bhargava, 1990) [19] were administered. Multiple Regression Analysis was done to find out the contribution of different predictor variables. The results indicated a significant positive relationship between the predictor variables and the criterion variable. Positive correlation was found between self- concept, emotional maturity and spirituality. The contribution of emotional maturity was much more remarkable as compared to the other two predictor variables i.e. self-concept and spirituality in determining academic resilience among undergraduates. Keywords: Self-concept, emotional maturity, spirituality, academic resilience Introduction Every person develops values based on experiences that happened while they were growing up. These experiences include the teachings from their parents, teachers and exposures to the technology. The present youth were born with computers, social media, and various technological advancements. The technology brings all worldwide affairs into local consciousness and the Internet keeps them online all the times. These experiences make them feel more fear and anxiety as compared to their predecessors. They have little patience for the older generation people who cannot use smart phones easily. They experience or witness violence daily and are more worried about their finances. They multi task, are able to gather information quickly, and like to learn through practical means. This youth may be our future entrepreneurs as they are well proficient in technological progresses. Resilience is an obscure armor made of spirit that helps the mind to recover from misfortunes. Academic resilience is the ability of a student to achieve good educational results despite the adversities. Self-concept is considered as an arrangement of attitudes towards oneself. Emotional maturity is the ability to control and nurture emotions and act according to the chronological age of the person. Spirituality is the quality that struggles for inspiration, veneration, and purpose in life. Gordan (1995) [8] studied the relationship between Self Concept and Resilience among students and found a positive relationship between these variables. Students having positive self-concept were found more resilient academically. Floyd (1996) [6] suggested certain positive factors that influence academic resilience, while interviewing 20 African American students. Dedicated educators, Positive Society, Family, optimism and perseverance were found to be the predictors towards academic resilience. Graham (2001) [7] aimed to study spirituality as a predictor of resilience. The results indicated that spirituality is an important promoter of resilience. Perez et al. (2009) [16] studied 104 immigrant students on their academic resilience. Results from Cluster analysis and regression revealed that students with high positive features were more resilient academically. Keye and Pidgeon (2013) [11] examined 141 students, to study the relationship between resilience, mindfulness and academic self- efficacy. International Journal of Applied Research 2021; 7(1): 07-11