Background: Ability to cope and toughness in educational settings despite the
problems and challenges is called resilience. According to most researchers,
resilience is an ability that can be extended by the community, family, university
and peer group.
Aim: The aim of this study was to determine the relationship between six
personality traits, basic psychological needs, family structure and resilience by
modulating the role of achievement values with students' academic achievement.
Methodology: The present study is a correlational study with structural equation
modeling statistical method. A total of 462 people were voluntarily selected online
by snowball sampling method. Parent-adolescent, Schwartz progress values were
used. Correlation and path analysis tests were performed using SPSS and amos
software.
Findings: The results of structural equation modeling showed that the direct
relationship between personality traits (honesty, excitability, agreement,
conscientiousness, openness to experience) with resilience was significant. The
relationship between extraversion and resilience was not significant and the indirect
relationship between personality traits and resilience was significant. Academic
achievement was significant through resilience. The direct relationship of
psychological needs (competence, autonomy, communication) with resilience was
significant. The indirect relationship between psychological needs and academic
achievement through resilience was significant. The direct relationship between
family structure (warmth, denial, structure, coercion) and resilience was significant,
and the relationship between autonomy, turmoil and resilience was not significant.
Indirect relationship between family structure and resilience was significant.
Academic achievement was significant through resilience. The relationship
between resilience and academic achievement was significant. The relationship
between achievement value and resilience was significant. The relatio