Academic Resilience in Medical Students and Its Relationship With Extracurricular Activities



Saki H ; Jokar F ; Avizhgan M
Source: Journal of Medical Education Development Published:2026

Abstract

Background & Objective: Medical students face significant psychological pressures during their education, making academic resilience—the capacity to overcome academic difficulties— critical for their well-being and success. This study aimed to assess academic resilience levels and their relationship with extracurricular activities among medical students. Materials & Methods: This descriptive-correlational study was conducted in 2024. The target population included all medical students (N= 2000). A sample of 362 participants was selected using proportional sampling based on student distribution across basic sciences, physiopathology, clerkship, and internship stages, with convenience sampling applied within each stage. Data were collected using an extracurricular activity registration form and the standard Academic Resilience Scale (ARS-30), with scores ranging from 30 to 150. Data were analyzed using SPSS version 16 through descriptive statistics (means, standard deviations, frequencies) and analytical tests (independent t-test, Pearson correlation). Results: The mean total resilience score was 103.67 ± 15.86 (out of 150). Among the three dimensions, perseverance received the highest score (48.68 ± 8.03), while negative affect and emotional response received the lowest (24.14 ± 5.06). Students with GPAs > 15 and those in the internship stage showed significantly higher resilience scores (p < 0.001). Sports were the most popular extracurricular activity (70.4%), with no significant differences across academic stages. A weak but significant positive correlation was found between total hours spent on extracurricular activities and academic resilience (r= 0.12, p= 0.01). Conclusion: Academic resilience among medical students was above average. Higher resilience scores in students with better GPAs and those in advanced academic stages suggest that these students could serve as mentors to support and guide newer students. While individual extracurricular activities showed no significant relationship with resilience, total hours spent on such activities demonstrated a weak but significant correlation. This finding may stem from the perception that engaging in non-academic activities could interfere with academic progress. The high frequency of sports participation highlights the need for simple, low-cost interventions to improve access to these activities. © 2026 Zanjan University of Medical Sciences.