At university, you can enhance both your academic and personal development, as well as your resilience, by applying the resourcefulness phase of Zimmerman's (1986; 2008) model. This phase encourages you to be resourceful by engaging with strategies that promote adaptability, problem-solving, and effective learning. Linked to self-regulated learning, it emphasises the importance of taking a proactive approach when facing challenges and seeking solutions. Research highlights a strong connection between self-efficacy and self-regulation—both of which can be strengthened through specific strategies (Duchatelet, 2019). There are some ideas below that may assist your resilience and you may want to try and implement some of the suggestions:
Identify and Assess Challenges: As you encounter academic or personal difficulties, carefully assess the situation. Recognise when additional resources—whether time, information, or support—may be necessary. For example, if you are struggling with a particular subject or assignment, proactively seek clarification from lecturers, peers, PAT tutors, or even academic librarians.
Effective Study Practices: To meet your academic targets and long-term goals, effective study practices are essential. This includes utilising the resources available to you, such as course materials, books, workshops, library resources, and support services.
Create an Optimal Study Environment: Your study environment plays a vital role in your motivation and resilience. Establish a study space that is free from distractions, or consider a more collaborative, peer-based learning environment. However, balance this with sufficient periods of focused, independent study to maintain productivity.
Time Management: Effective time management is critical during this phase. As highlighted in the planning phase, visual reminders can help keep you on track. Organising your schedule to prioritise essential tasks, especially during assessment periods, will help you use your time wisely and minimise distractions (see the planning section of this guide to support you).
Seek Assistance When Needed: Recognise when you need help. This could involve reaching out to academic staff, peers, or other support services. Acknowledging when you are struggling opens the door to the necessary support, allowing you to stay on track and achieve your goals. You are encouraged to collaborate with others when facing academic challenges, whether by joining study groups, or workshops, or discussing concepts with classmates.
Student-Centred Learning: Lecturers may enhance your self-efficacy and self-regulation through student-centred learning activities, such as project-based learning, problem-solving tasks, and flipped learning methods.
Monitor and Reflect on Progress: Regular reflection is key to your success. As you progress through your university journey, regularly assess the effectiveness of your strategies. If a particular approach is not yielding the desired results, reflect on what changes might be needed (refer to the reflective model section of this guide for further guidance). This may involve adjusting your study schedule, revising your goals, or developing new skills.
By applying the principles of the resourcefulness phase, you will not only navigate the challenges of university life more effectively, but you will also improve essential lifelong skills in critical thinking, adaptability, and problem-solving. These competencies will serve you well to enhance your resilience, both during and beyond your academic studies.
References
Duchatelet, D. (2019) ‘Fostering self-efficacy and self-regulation in higher education: A matter of autonomy support or academic motivation’, Higher Education Research and Development, 38(4), pp. 733-747.
Zimmerman, B. J. (1986) 'Becoming a self-regulated learner: Which are the key subprocesses?', Contemporary Educational Psychology, 11(1), pp. 307-313.
Zimmerman, B. J. (2008) ‘Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects’, American Educational Research Journal, 45(1), pp. 166-183.