Bengali Translation and Validation of Academic Resilience Scale in Bangladeshi School-going Students

Abstract

Introduction
The study aimed to translate and validate the Academic Resilience Scale (ARS) into Bengali to assess its applicability among Bangladeshi school-going students. The ARS, originally developed by Martin and Marsh, measures students' ability to cope with academic challenges. Given the lack of a validated Bengali version, this study sought to fill this gap and ensure the scale's reliability and validity in a new cultural context.

Materials and Methods
The research employed a cross-sectional design involving 234 students (111 males, 123 females) aged 12–18 years from two schools in Dhaka, Bangladesh. The ARS was translated through a rigorous process involving two forward translations, two back translations, and a comparison of the original and translated versions. Data were collected using both the original and translated ARS, with a one-week interval between administrations. Descriptive statistics, Pearson correlations, Cronbach’s alpha, and independent sample t-tests were used for analysis, employing SPSS 29.0.

Results
Descriptive statistics indicated similar mean scores for the original ARS (M = 23.78, SD = 7.456) and the translated ARS (M = 23.77, SD = 7.516), reflecting comparable levels of academic resilience. Pearson correlations between items on the original and translated scales were high (r = .909 to .941, p < .01), and Cronbach’s alpha was 0.747 for the original and 0.754 for the translated scale, demonstrating acceptable reliability. No significant gender differences were found in resilience scores for either version.

Conclusion
The Bengali-translated ARS is a reliable and valid tool for measuring academic resilience among Bangladeshi students. This study provides a crucial resource for future research and interventions aimed at enhancing academic resilience in this demographic. Future research should address the study's limitations and explore resilience factors in broader contexts.

Full text

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Bengali Translation and Validation of Academic
Resilience Scale in Bangladeshi School-going
Students
MD. Faisal Ahmed
Bangladesh Institute of Innovative Health Research
Research Article
Keywords: Academic Resilience, Bengali Translation, Scale Validation, School-going students
Posted Date: August 27th, 2024
DOI: https://doi.org/10.21203/rs.3.rs-4848675/v1
License:   This work is licensed under a Creative Commons Attribution 4.0 International License. 
Read Full License
Additional Declarations: No competing interests reported.

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Abstract
Introduction:
The study aimed to translate and validate the Academic Resilience Scale (ARS) into Bengali to assess its
applicability among Bangladeshi school-going students. The ARS, originally developed by Martin and
Marsh, measures students' ability to cope with academic challenges. Given the lack of a validated
Bengali version, this study sought to ll this gap and ensure the scale's reliability and validity in a new
cultural context.
Materials and Methods
The research employed a cross-sectional design involving 234 students (111 males, 123 females) aged
12–18 years from two schools in Dhaka, Bangladesh. The ARS was translated through a rigorous
process involving two forward translations, two back translations, and a comparison of the original and
translated versions. Data were collected using both the original and translated ARS, with a one-week
interval between administrations. Descriptive statistics, Pearson correlations, Cronbach’s alpha, and
independent sample t-tests were used for analysis, employing SPSS 29.0.
Results
Descriptive statistics indicated similar mean scores for the original ARS (M = 23.78, SD = 7.456) and the
translated ARS (M = 23.77, SD = 7.516), reecting comparable levels of academic resilience. Pearson
correlations between items on the original and translated scales were high (r = .909 to .941, p < .01), and
Cronbach’s alpha was 0.747 for the original and 0.754 for the translated scale, demonstrating acceptable
reliability. No signicant gender differences were found in resilience scores for either version.
Conclusion
The Bengali-translated ARS is a reliable and valid tool for measuring academic resilience among
Bangladeshi students. This study provides a crucial resource for future research and interventions aimed
at enhancing academic resilience in this demographic. Future research should address the study's
limitations and explore resilience factors in broader contexts.
Introduction
Academic resilience, or the capacity to overcome adversity and persevere successfully in the academic
context is a relevant dimension of student success [1]. Ultimately, resilient students are able to respond
positively to adversity and perform well academically under adverse circumstances [2]. It is a critical
concept in educational psychology as it speaks directly to the well-being and performance success of

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students [3]. While the literature on academic resilience is replete with theoretical discourse globally,
there is a substantial dearth of relevantly validated tools for its measure among school going Bengali
students in Bangladesh.
One such instrument, Academic Resilience Scale (ARS) developed by Martin and Marsh (2006), is
popularly used to measure academic resilience [1]. It is a type of academic resilience involving the
dimensions condence, motivation and persistence. There was no available validated Bengali version of
this scale, which conned its utility on Bangladeshi young patients. Without such a tool, it is dicult to
do rigorous research on academic resilience in this population and thereby develop targeted
interventions that could improve outcomes for students.
The unique socio-cultural context and educational challenges in Bangladesh necessitate the creation of
a valid Bangla version to be used amongst young school children. Furthermore, the academic structure
in Bangladesh includes larger classroom sizes, inadequate resources as well as high-stakes
examinations all of which can place added stress on young students [4]. Socio-cultural factors are also
signicant to students' academic experience and resiliency [5]. Thus, a culturally appropriate instrument
is needed to measure academic resilience in this group.
The process of translating and validating a psychological scale must be rigorous so that the assessment
is linguistically accurate as well as culturally relevant to the target population. This process involves
forward and backward translation according to Pan & Puente (2012), expert review, panel assessment,
before pilot testing is conducted in order for the translated version to be above average [6]. All these
steps are essential to ensure stability of construct validity and reliability property if the scale is adapted
for different context. The adaptation of the Academic Resilience Scale into Bengali for now on will
enable its application in educational research and practices, that ultimately will lead to an overview of
resilience level among Bangladeshi students.
The importance of academic resilience in promoting student well-being and academic success is well-
documented. Studies have consistently demonstrated that resilient students are able to cope with
academic stressors, retain high levels of motivation and demonstrate greater success in their
educational pursuits [7, 8]. Another example is the research done be Cassidy et al. In this vein, recent
ndings among pharmacy students showed academic resilience to be a protective factor for well-being
as it was positively related with the stress deriving from academics [9]. Likewise, a cross-sectional study
of Amoadu et al. [10].
Additionally, Academic resilience is reportedly linked to different underlying psychological factors like
emotional intelligence and self-compassion that support better students' wellness [3, 11–14]. This
understanding of the relationship empathy, perspective control and connectedness have with academic
resilience can be used to design comprehensive support programs for students. For instance,
interventions structured to increase EI (emotional intelligence) or self-compassion may also work on
developing AR, with positive results later in terms of academic success as well [3].

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However, empirical research on academic resilience is scarce within the Bangladeshi context despite
known to be pivotal for student accomplishment. While earlier work on resilience in Bangladesh focused
broadly under the rubric of higher education and COVID-19 [4]. Very little is known about academic
resilience and this has not been explored as an area of risk among students attending schools who are
facing their own specic challenges and stressors. A validated Bengali version of the Academic
Resilience Scale can be a vital step to bridge this gap and help identify factors that propagate or
challenge academic success in this population.
The validation of the ARS in multiple cultural contexts shows its strength and exibility [2, 8, 10, 14–19].
For example, the scale was validated by Rachmawati et al. among social science students in Indonesia
[15]. In a related study of collective culture, the same scale was adapted and validated by Cui et al. [16].
These sources emphasize the universal application of the scale and a pivotal role of adaptation in the
context of culture to guarantee accuracy and relevance. Therefore, validating the Urdu translation by
Fatima et al. in Pakistan has also drawn attention to language and cultural considerations during the
adaptation [17].
Apart from cultural adaptation, maintaining the original psychometric properties of the translated scale
is also important. This helps us examine the scale which we developed to its reliability and validity with
tests such as factor analysis, correlation studies [19]. These steps are followed so that the translated
scale correctly measures academic resilience and is suitable to be used effectively in studies. This
stringent validation process also arises from pilot testing the measure in a sample that is characteristic
of the model population so as to note any items not performing well and if it necessary make corrections
[6].
The translation and validation of the Academic Resilience Scale into Bangla offers insight for academics
working in Bangladesh, as well improves understanding surrounding academic resilience amongst
school-going students but such contexts. The study component reported in this article addresses a
critical gap by offering such an instrument within the cultural and language context of these survivors.
This information will help educators and policymakers to develop interventions targeting the academic
resilience of students who can thereby better overcome obstacles to educational success. The validated
scale will then enable cross-cultural comparison work and the more comprehensive examination of how
academic resilience inuences student outcomes worldwide.
Materials and Methods
Research Design
This study employed a cross-sectional research design to translate and validate the Academic Resilience
Scale (ARS) for Bengali-speaking school-going students in Dhaka, Bangladesh.
Study Population

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The study population comprised 234 school students (111 males, 123 females) aged 12–18 years from
two high schools named Hazrat Shah Ali Model High School and Oxford Pre-Cadet High School located
in Dhaka, Bangladesh. These schools were selected to ensure a representative sample of students from
diverse backgrounds. Participants of the required age, currently enrolled in participating schools, and
who provided written informed consent were included in the study. Participants with signicant cognitive
impairment that affected their ability to participate in the study or those who were unwilling or unable to
provide informed consent were excluded to maintain ethical standards and ensure the reliability of the
results.
Measures
Demographic Information
Age and gender were recorded for each participant to provide demographic context.
Academic Resilience Scale (ARS)
The Academic Resilience Scale (ARS) developed by Martin and Marsh (2006) was used in this study [1].
The ARS is a six-item instrument designed to measure students' ability to effectively manage challenges,
failures, and pressures in their academic lives. The scale uses a 7-point Likert format ranging from “not
at all true of me” to “extremely true of me”. The original ARS demonstrated strong reliability with a
Cronbach's alpha of 0. 89, indicating high internal consistency.
Translation Process
The translation and validation process for the Bengali version of the ARS adhered to established
protocols to ensure both linguistic and cultural appropriateness:
Forward Translation
The ARS was translated from English to Bengali by two independent bilingual experts. This initial
translation aimed to retain the semantic and conceptual integrity of the original scale.
Backward Translation
Subsequently, two different bilingual experts translated the Bengali version back into English. This step
was designed to identify any discrepancies between the translated and original versions.
Comparison of Versions
The back-translated English version was compared with the original English version to evaluate the
accuracy of the Bengali translation. This comparison involved aligning the translated Bengali version
with the original and reverse English versions to assess the empirical equivalence and overall quality of
the translation.
Data Collection Procedure

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Data collection was conducted in two phases:
Phase One
The translated Bengali version of the ARS was administered to the participants. This initial data
collection was carried out in a classroom setting under controlled conditions to minimize external
inuences and ensure consistency.
Phase Two
One week after the initial data collection, participants were asked to complete the original English
version of the ARS. This approach enabled a comparative analysis of responses between the translated
and original versions, providing insights into the reliability and validity of the Bengali translation.
Data Analysis
Data analysis for this study was performed using SPSS version 29. 0 software. Descriptive statistics
were rst calculated to summarize sample demographics and overall scores on the original and
translated Academic Resilience Scale (ARS). Pearson correlation coecients were calculated to assess
the relationship between items in the original and translated versions, providing information about the
consistency of responses across both scales. Cronbach's alpha was determined for each version to
assess the internal consistency and reliability of the ARS, with higher values indicating higher reliability.
Additionally, independent samples t-tests were conducted to explore potential gender differences in
academic resilience scores for the original and translated versions, to reveal any signicant differences
by gender.
Ethical Considerations
The study was conducted in compliance with ethical standards and received approval from the
Institutional Review Board (IRB) at the Bangladesh Institute of Innovative Health Research (IRB Protocol
Number: BIIHR-2024-004). Adherence to the Declaration of Helsinki was ensured throughout the
research process. Permissions were obtained from the participating schools, and informed consent was
secured from both the students and their guardians. Participants were assured of the condentiality and
anonymity of their responses, and they were informed of their right to withdraw from the study at any
time without facing any adverse consequences.
Results
The results of this study provide a comprehensive evaluation of the translated Bengali version of the
Academic Resilience Scale (ARS) and its comparison with the original English version. The analysis
includes descriptive statistics, reliability assessments, and the examination of gender differences in
academic resilience.

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Table 1
Demographic characteristics of the participants (N = 234).
Characteristics Category Frequency Percentages
Age 12–14 years 124 53
15–16 years 96 41
17–18 years 14 6
Gender Male 111 47.4
Female 123 52.6
Table1 summarizes the demographic characteristics of the 234 participants, showing that 53% were
aged 12–14 years, 41% were aged 15–16 years, and 6% were aged 17–18 years. The gender distribution
was fairly balanced, with 47.4% male and 52.6% female students (Table1).
Table 2
Descriptive Statistics for Original and Translated ARS Scores.
Scale Mean Standard Deviation Minimum Maximum
Original ARS scores 23.78 7.456 11 35
Translated ARS scores 23.77 7.516 9 36
Table2 provides the mean, standard deviation, minimum, and maximum scores for both the original and
translated ARS. The mean score ( SD) for the original ARS was 23.78 ( 7.456), indicating that, on
average, participants reported moderate levels of academic resilience. The mean score for the translated
ARS was 23.77 ( 7.516), suggesting comparable levels of resilience as measured by the translated
scale (Table2).
Table 3
Descriptive Statistics for Individual ARS Items (Translated Version).
Item Mean Standard Deviation Minimum Maximum
Item 1 3.97 2.006 1 7
Item 2 3.97 2.008 1 7
Item 3 3.97 2.006 1 7
Item 4 3.93 1.547 1 7
Item 5 3.99 1.998 1 7
Item 6 3.93 1.594 1 7
± ±
±

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Table3 details the mean, standard deviation, minimum, and maximum scores for each item on the
translated ARS. The scores reveal that Item 1, Item 2, Item 3 and Item 5 received slightly higher average
ratings compared to other items (Table3).
Table 4
Pearson Correlation between Original and
Translated ARS Scores.
Item Correlation Coecient (r) p-value
Item 1 .929 < .01
Item 2 .927 < .01
Item 3 .929 < .01
Item 4 .941 < .01
Item 5 .909 < .01
Item 6 .941 < .01
Pearson correlation was measured between the items on original and translated ARS (Table4). Table4
shows that the correlation coecients ranged from .909 to .941, all signicant at the p < .01 level.
Table 5
Cronbach's Alpha for Original and
Translated ARS
Scale Cronbach’s Alpha
Original ARS .747
Translated ARS .754
The internal consistency of the original ARS and the translated ARS was measured by Cronbach’s alpha
(Table5). Table5 demonstrates that the Cronbach’s alpha for the original ARS was 0.747, indicating
acceptable reliability. The translated ARS demonstrated a similar level of reliability with a Cronbach’s
alpha of 0.754.
Table 6
Independent Sample T-Test for Gender Differences in ARS Scores.
Scale Gender Mean SD t-value df p-value
Original ARS Male 23.52 7.369 − .497 232 .620
Female 24.01 7.557   
Translated ARS Male 23.58 7.446 − .372 232 .710
Female 23.94 7.604   

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The independent sample t-test identies the signicant difference in original ARS and translated ARS due
to gender (Table6). Table6 illustrates that there is no signicant gender difference original ARS (t=-.497,
df = 232, p = .620) or translated ARS (t=-.372, df = 232, p = .710).
Discussion
This study aimed to translate and validate the Academic Resilience Scale (ARS) for secondary school
students in Dhaka, Bangladesh. The main objectives were to ensure the accuracy and reliability of the
translation and to compare its psychometric properties with the original English version. In achieving
these objectives, this study makes a signicant contribution to the existing literature on academic
resilience, by providing a validated instrument for assessing resilience in a new linguistic and cultural
context.
The importance of this study lies in its contribution to the eld of educational psychology by providing a
reliable and valid tool for assessing academic resilience in a new linguistic and cultural context. By
translating and validating the ARS into Bengali, this research enables a broader application of the scale,
allowing educators and researchers to better understand and support the resilience of students in
Bangladesh. This work aligns with previous studies that have emphasized the need for culturally and
linguistically appropriate assessment tools [2, 9, 16, 17].
The results of the study demonstrated that the translated Bengali version of the ARS has psychometric
properties comparable to the original English version. Specically, the internal consistency of the
translated ARS, as measured by Cronbach’s alpha, was found to be similar to that of the original scale.
Additionally, Pearson correlation coecients between the items on the original and translated ARS were
strong and signicant, indicating that the translated version maintains the integrity of the original scale.
These ndings are consistent with those of Martin and Marsh (2006), who developed the ARS and
established its validity and reliability in different educational settings [1]. The high correlation coecients
observed in this study are comparable to those reported by Shen, Feng, and Li (2024) in their concept
analysis of academic resilience in nursing students [12]. Similarly, the reliability of the translated ARS, as
indicated by Cronbach’s alpha, is in line with the ndings of Fatima et al. (2022) and Chisholm-Burns et
al. (2019), who reported robust reliability for their academic resilience instrument among pharmacy
students [8, 17].
The lack of signicant gender differences in academic resilience scores observed in this study is
consistent with some research ndings [3, 11], but contrasts with other studies that report gender
differences in resilience [10]. The lack of signicant gender differences may be explained by the fact that
the educational environments and social expectations of students of both genders in the studied
schools were similar. In addition, the balanced gender distribution in the sample may have contributed to
the non-signicant differences. Previous research, such as that of Gabrielli et al. (2022), highlights that
academic resilience can be inuenced by many factors, including cultural, family, and individual
differences, which may explain the trends observed in this study [20].

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Limitations of the study include potential biases related to the regional and socioeconomic
characteristics of the sample. Participants came from two schools in Dhaka, which may not be fully
representative of the diversity of educational contexts in Bangladesh. This geographic concentration
may limit the ability to generalize the results to other regions with different educational and cultural
contexts. Additionally, the study relied on self-reported data, which may be subject to response bias,
affecting the accuracy of the resilience measures.
Future research could extend this study by including a more diverse sample from different regions of
Bangladesh to improve the generalizability of the results. It would also be useful to study the impact of
different educational contexts, such as rural or urban schools, on academic resilience. Longitudinal
studies could further explore how academic resilience develops over time and how it correlates with
academic achievement and psychological well-being.
Moreover, exploring the relationship between academic resilience and other psychological constructs,
such as emotional intelligence and self-compassion could provide a more comprehensive understanding
of the factors that contribute to academic success [3, 11]. Integrating qualitative methods to capture
students' personal experiences and perceptions of resilience could offer deeper insights into the
contextual factors inuencing academic resilience.
This study successfully translated and validated the Academic Resilience Scale for use among Bengali-
speaking students in Bangladesh, contributing a valuable tool for researchers and educators. The
ndings arm the scale's reliability and validity, supporting its application in assessing academic
resilience in diverse educational contexts. Future research should address the study's limitations and
explore additional factors inuencing academic resilience to further enhance our understanding of this
critical construct.
Conclusion
This study successfully translated and validated the Academic Resilience Scale (ARS) into Bengali,
thereby making a signicant contribution to the assessment of academic resilience among Bangladeshi
school-going students. The results conrmed that the translated ARS into Bengali retained the
psychometric properties of the original English version, demonstrating high internal consistency and
strong correlations with the original scale. This validation ensures that the translated instrument is a
reliable measure of academic resilience in the Bangladeshi context, thereby lling an important gap in
the literature. The results showed that the original and translated ARS yielded similar scores, indicating
that the translated scale effectively captures the concept of academic resilience as the original.
Furthermore, the lack of signicant gender differences in resilience scores is consistent with some
existing research, but highlights the need to further explore resilience in different educational and
demographic contexts. Despite its strengths, this study has limitations, including its limited geographic
scope and reliance on self-reported data, which may affect the generalizability and validity of its results.
Future research should aim to include a more diverse sample and investigate other factors that inuence

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academic resilience. Overall, the Bengali-translated ARS provides a valuable tool for researchers and
educators in Bangladesh to assess and support school resilience. This study lays the foundation for
additional research and interventions to enhance students’ ability to meet learning challenges and
succeed academically.
Declarations
Acknowledgements
I would like to extend my heartfelt thanks to the entire translator team for their meticulous work in
translating the Academic Resilience Scale into Bengali. Your dedication and expertise have been
invaluable in ensuring the accuracy and cultural relevance of the translated instrument.
I am also deeply grateful to the data collection team for their unwavering commitment and eciency in
gathering data for this study. Your efforts were crucial in the successful completion of this research.
Special appreciation goes to Hazrat Shah Ali Model High School and Oxford Pre-Cadet High School for
their support and cooperation throughout the study. Their willingness to participate and facilitate the
data collection process was essential in making this research possible.
Your collective contributions have been instrumental in advancing the eld of academic resilience
measurement and supporting educational research in Bangladesh. Thank you for your unwavering
support and collaboration.
Declaration
Author(s) declared there is no conict of interest.
Funding Statement
This study received no external funding from any organization(s).
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