Adolescents’ Psychological and Educational Resilience and their Academic Achievement in Armed Conflict Areas of Kellem Wallaga Zone, Oromia, Ethiopia

Abstract

The major purpose of this study was examining contextual protective factors, psychological and educational resilience, and secondary school adolescents’ academic success in a conflict-ridden area of Kellem Wallaga zone. A mixed research approach with concurrent parallel design was used to conduct the present study. Participants were selected using systematic random sampling technique. Quantitative data were analyzed using descriptive and inferential statistics, while thematic analysis was used to analyze qualitative data. Adolescent and Children Protective Factors Scale, Psychological Resilience Scale, and Educational Resilience Scale were adapted and used along with semi-structured interview questions to gather data. A total of 288 secondary school adolescents filled in the questionnaire. It has been found that students` academic performance was positively and significantly correlated with both educational resilience and psychological resilience. Furthermore, multiple regression analysis revealed that contextual protective factors (empathy, confidant peer support, adjustment, sense of struggle, family supports, and school support) in combination contributed 64.6% to the psychological resilience of adolescents (F (6, 282) = 85.500, p = 0.001) and 36% to adolescents` educational resilience (F (6, 282) = 26.348, p = 0.001), respectively. Residential location was the only demographic factor that predicted academic achievement. Adolescents from high-conflict areas scored significantly lower in academic achievement, psychological resilience, and educational resilience than those from low-conflict areas. It is recommended that intervention should be in place from all concerned bodies like government, community leaders, and NGOs to resolve the conflict peacefully and promote protective factors to foster resilience.