International Journal of

ADVANCED AND APPLIED SCIENCES

EISSN: 2313-3724, Print ISSN: 2313-626X

Frequency: 12

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 Volume 13, Issue 4 (April 2026), Pages: 183-193

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 Original Research Paper

Academic resilience and subjective well-being among university students in licensure-oriented programs: A predictive correlational study

 Author(s): 

Donato O. Abaya *, Aiken Dale K. Magaya, Jomar B. Bumidang

 Affiliation(s):

Department of Psychology, Ifugao State University, Lamut, Ifugao, Philippines

 Full text

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 * Corresponding Author. 

   Corresponding author's ORCID profile:  https://orcid.org/0000-0002-7733-5031

 Digital Object Identifier (DOI)

 
https://doi.org/10.21833/ijaas.2026.04.018

 Abstract

Academic resilience and subjective well-being are important psychological factors that influence students’ success, especially in licensure-oriented programs. This study examines how these factors are related among students in high-pressure academic programs at a higher education institution in the Philippines, where recent licensure results have raised concerns about students’ emotional readiness and coping ability. A predictive-correlational research design was used, involving 547 students from five programs: Nursing, Psychology, Criminology, Education, and Agriculture. Data were collected using standardized instruments, namely the Academic Resilience Scale and the BBC Subjective Well-being Scale. The results showed that students generally reported high levels of academic resilience and subjective well-being, with significant differences across programs. Education students demonstrated the highest level of perseverance, while Psychology students reported lower levels of both resilience and well-being. A moderate positive relationship was found between academic resilience and subjective well-being. Among the dimensions of academic resilience, only reflective and adaptive help-seeking significantly predicted subjective well-being. These findings highlight the importance of adaptive help-seeking in improving student well-being and suggest the need for targeted interventions. Developing institutional strategies to strengthen resilience is essential to prepare students not only for licensure examinations but also for long-term psychological well-being.

 © 2026 The Authors. Published by IASE.

 This is an open access article under the CC BY-NC-ND license (https://creativecommons.org/licenses/by-nc-nd/4.0/).

 Keywords

Academic resilience, Subjective well-being, Licensure-oriented programs, Adaptive help-seeking, Higher education students

 Article history

Received 18 November 2025, Received in revised form 16 April 2026, Accepted 21 April 2026

 Acknowledgment

This research received funding support from Ifugao State University through its Research and Development Department, covering the study from proposal development to dissemination. 

 Compliance with ethical standards

 Ethical considerations:

The study observed ethical standards by obtaining informed consent from all participants, ensuring that their participation was voluntary, and explaining the purpose of the research before data collection. Confidentiality and anonymity were strictly maintained, and all information gathered was used solely for academic and research purposes with respect for the participants’ rights, dignity, and well-being. 

 Conflict of interest: The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

 Citation:

Abaya DO, Magaya ADK, and Bumidang JB (2026). Academic resilience and subjective well-being among university students in licensure-oriented programs: A predictive correlational study. International Journal of Advanced and Applied Sciences, 13(4): 183-193

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