Abstract
Background
Nursing students encounter a range of academic challenges and pressures that can significantly affect their resilience. This study aims to investigate the relationship between academic resilience, critical thinking disposition, and proactive personality among nursing students.
Methods
This descriptive–correlational study was conducted during the 2024–2025 academic year at Ahvaz Jundishapur University of Medical Sciences. The sample comprised 283 nursing students who completed the Academic Resilience Inventory, the Critical Thinking Disposition Questionnaire, and the Proactive Personality Scale. Data were analyzed using independent t-tests, one-way ANOVA, Pearson’s correlation and multiple regression analysis.
Results
The mean scores of students for academic resilience, critical thinking disposition, and proactive personality were 108.24 ± 10.96, 123.54 ± 10.79, and 40.40 ± 4.61, respectively. A significant positive correlation was observed between academic resilience and critical thinking disposition (r = 0.44, p < 0.001), as well as between academic resilience and proactive personality (r = 0.38, p < 0.001). Regression analyses indicated that critical thinking disposition (β = 0.423, p < 0.001) and interest in nursing (β = 0.119, p = 0.027) were significant predictors of academic resilience among nursing students. This model accounted for 20% of the variance in academic resilience (F = 36.734, p < 0.001).
Conclusion
This study demonstrated significant associations between academic resilience and both critical thinking disposition and proactive personality among nursing students. The findings suggest that enhancing these cognitive and dispositional traits may effectively promote academic resilience. Integrating educational strategies that foster critical thinking and personal initiative within nursing curricula could better equip students to manage academic and clinical challenges.
Keywords: Academic resilience, Critical thinking disposition, Proactive personality, Nursing students
Introduction
Nursing students encounter a multitude of challenges and stressors throughout their academic journey. These include the stress inherent in caring for patients facing acute health crises, the anxiety associated with potential errors in professional settings and various other demands intrinsic to the nursing profession. Research indicates that nursing students report higher levels of stress in these domains when compared to their peers in other allied health disciplines [1–4]. In this context, resilience emerges as a crucial factor, enabling nursing students to navigate these challenges and promote their mental and physical well-being [5].
Resilience can be defined as an individual’s capacity to adapt effectively to adverse circumstances, manage potential harm and resolve problems [6, 7]. An important facet of overall resilience is academic resilience [8, 9]. This encompasses several key attributes, including communication skills, a future-oriented mindset, problem-focused coping strategies and a positive outlook [10].
Academic resilience is especially pertinent for students, referring to their capacity to endure academic pressures and effectively manage their educational responsibilities [11]. As a vital element in bolstering the coping abilities of nursing students, academic resilience plays a crucial role in the effective management of academic stressors, adaptation to intricate clinical scenarios, and the maintenance of strong academic performance [12]. Students who exhibit higher levels of academic resilience tend to demonstrate greater academic progress, experience improved emotional and social well-being and report lower levels of fatigue [13–15].
On the other hand, nursing students with lower academic resilience frequently express doubts regarding their capacity to handle academic and clinical challenges effectively. When confronted with academic setbacks or failures, these students find it difficult to regain equilibrium or extract valuable lessons from negative experiences. Consequently, the process of recovery and the return to their desired level of performance becomes protracted and more arduous for them after encountering obstacles [16]. Nevertheless, recent research suggests that the majority of nursing students exhibit a moderate degree of academic resilience [14, 17]. A range of factors can impact the development of academic resilience in these students, notably academic stress [13], self-efficacy [14] and critical thinking [18, 19]. Critical thinking, understood as a cognitive and analytical process, encompasses skills like evidence evaluation, logical reasoning, and informed decision-making—abilities that are indispensable for effective clinical performance by nursing students in demanding and high-stakes environments such as healthcare settings [19].
Evidence indicates that a significant number of nursing students lack an optimal level of critical thinking, and this potentially compromises their capacity to effectively navigate stressful and critical situations [20–22]. Deficiencies in critical thinking can contribute to diminished self-confidence, heightened performance anxiety, and ultimately a reduction in students’ academic resilience [23]. Given that resilience necessitates cognitive and psychological adaptability to academic pressures, it can be inferred that elements embedded within critical thinking, such as self-reflection, mental flexibility, and logical evaluation, may play a mediating role in bolstering resilience [24]. Consequently, investigating the relationship between these two variables could yield a more profound understanding of the educational requirements of nursing students. Furthermore, certain personality traits, such as a proactive disposition, enhance individuals’ ability to manage challenging circumstances and overcome life and academic obstacles [25].
Proactive personality is defined as a personality trait characterized by the ability to actively and innovatively shape environmental conditions to one’s advantage, leading to improved outcomes [26]. It refers to an individual’s capacity to alter environmental circumstances in their favor and achieve better results [25, 26]. Individuals exhibiting higher levels of proactive personality demonstrate better environmental adaptation and greater success in their careers [27]. Studies have indicated that proactive personality in nursing students can lead to increased job adaptability and professional values [27, 28]. Consequently, it is plausible that a proactive personality can also contribute to the enhancement of academic resilience in students [28].
Theoretical framework
The selection of critical thinking disposition and proactive personality as predictors of academic resilience is based on established psychological theories. Resilience Theory, introduced by Luthar et al. (2000), posits that individuals develop resilience through the interaction of protective personal attributes and environmental factors that mitigate stress and adversity [29]. Within this framework, cognitive skills and dispositional traits, such as reflective thinking and goal-oriented behavior, are essential for adaptive functioning in challenging academic environments.
Additionally, Trait Theory posits that stable personality traits consistently influence behavior across various contexts [30, 31]. Proactive personality, defined by self-initiated action and perseverance in overcoming obstacles, enhances autonomy and control in managing academic stressors [26]. Similarly, critical thinking disposition, a trait characterized by analytical reasoning, open-mindedness, and logical evaluation, empowers students to assess problems effectively and respond constructively, thereby strengthening their resilience [32]. Integrating these theoretical perspectives provides a strong rationale for examining critical thinking and proactive personality as key predictors of academic resilience among nursing students.
Academic resilience is increasingly recognized as a crucial factor in student success, particularly in demanding fields such as nursing [33]. Recent research in higher education underscores the significance of psychological traits—especially critical thinking disposition and proactive personality—in enabling students to manage academic stressors effectively [23, 34–36]. However, studies in this domain remain limited, particularly within clinical education settings where students encounter unique pressures and responsibilities. In Iran, pervasive challenges in nursing education underscore the urgent need to equip students with psychological skills that promote resilience and adaptive thinking. Consequently, exploring concepts such as academic resilience, critical thinking disposition, and proactive personality has become increasingly important [37, 38]. Understanding the interrelationships among these traits can inform the development of targeted educational and counseling programs aimed at cultivating essential skills in nursing students. Although prior research has examined these traits individually among nursing students, comprehensive studies investigating their dynamic interactions—especially within the Iranian academic context—are still lacking. This gap highlights the necessity for an in-depth study to enhance academic performance and support mental well-being in university settings. Therefore, this research was undertaken to explore the relationships among academic resilience, critical thinking disposition, and proactive personality in nursing students at Ahvaz Jundishapur University of Medical Sciences (AJUMS).
Materials and methods
Study design and setting
This descriptive correlational study was conducted at the Nursing Faculty of AJUMS, located in southwestern Iran, a region characterized by cultural and social diversity. The university hosts several medical centers that offer nursing students both theoretical education and clinical experience, including exposure to complex scenarios. Consequently, it provides an ideal setting for studying the individual and environmental factors that influence students’ academic performance.
The reporting of this cross-sectional study adheres to the Strengthening the Reporting of Observational Studies in Epidemiology (STROBE) guidelines [39].
Sampling and participants
This study employed a census-based convenience sampling method to recruit all eligible undergraduate nursing students enrolled in the regular program at AJUMS. First-semester students who had not yet begun their clinical practice were excluded from the study. The total eligible population consisted of 330 nursing students, all of whom were invited to participate. Of these, 283 completed the online questionnaire, resulting in a response rate of 86%.
Data collection procedure
Data were collected from October 2024 to February 2025 using a Google Form. The questionnaire link, accompanied by an informed consent form detailing the study’s objectives, research procedures, confidentiality measures, and participants’ rights, was distributed to students. This distribution was carried out by faculty members who shared the link with students through class groups on WhatsApp and Telegram. These groups are routinely used for official educational communication and are exclusive to registered nursing students only.
Measurements
Demographic characteristics questionnaire
The demographic information survey collected data regarding students’ age, gender, marital status, academic semester, grade point average, and interest in nursing (yes and no).
Academic Resilience Inventory (ARI)
The Academic Resilience Inventory (ARI) was developed by Samuels et al. in 2009 as a reliable and valid measurement tool [40] The Iranian version of the inventory consists of 29 items divided into three subscales: communication skills (13 items), problem-oriented/positive thinking (6 items), and orientation toward the future (10 items). Students rated their responses on a 5-point Likert scale, where 1 indicates complete disagreement and 5 indicates complete agreement. The total score on the scale ranges from 29 to 145, with higher scores reflecting greater resilience among students. In this study, the authors developed a categorization of ARI scores into three levels: low (29–74.99), moderate (75–109.99), and high (110–145). This classification was based on dividing the full score range of the scale into three parts to describe the overall distribution of resilience levels within the study sample. The Persian adaptation of the ARI was psychometrically evaluated in Iran by Soltaninejad et al. (2014), yielding a Cronbach’s alpha coefficient ranging from 0.62 to 0.76 [41]. In this study, the internal consistency of the inventory was further evaluated and confirmed, yielding a Cronbach’s alpha of 0.817.
Ricketts' Critical Thinking Disposition Questionnaire (RCTDQ)
The Ricketts' Critical Thinking Disposition Questionnaire (RCTDQ) comprises 33 items categorized into three subscales: creativity (11 items), perfectionism (9 items), and commitment (13 items). Respondents indicated their agreement using a five-point Likert scale ranging from 1 (completely disagree) to 5 (completely agree). The total score of this questionnaire ranges from 33 to 165. Scores between 33 and 108.90 indicate a low critical thinking disposition; scores from 108.91 to 135.30 indicate a moderate disposition; and scores above 135.31 indicate a high critical thinking disposition, according to the scoring guidelines provided by Ricketts [42]. The validity and reliability of the Persian version of the RCTDQ have been evaluated by Pakmehr et al. [43]. In this study, the reliability of the questionnaire using Cronbach’s alpha coefficient (0.841) was satisfactory.
Proactive Personality Scale (PPS)
The proactive personality was assessed using a ten-item scale developed by Seibert, Crant, and Kraimer in 1999 [44]. This scale is derived from the original 17-item scale created by Bateman and Crant [26]. Participants rated their responses on a 5-point Likert scale, ranging from 1 (strongly disagree) to 5 (strongly agree). The total score can range from 10 to 50, with higher scores indicating a more proactive personality. In this study, the authors developed a categorization of Proactive Personality Scale (PPS) scores into low (10–20), moderate (21–40), and high (41–50) levels to describe the score distribution within the sample. The reliability of this scale has been reported as 0.89 using Cronbach’s alpha [44]. The reliability and validity of this scale have been assessed in Iran by Khaje and Zaeri et al. (2018). According to their study, the reliability was found to be 0.83 using Cronbach’s alpha coefficient [45]. In the present study, the internal consistency of the PPS was evaluated and confirmed, yielding a Cronbach’s alpha of 0.811.
Statistical analysis
The data were processed using SPSS version 25, following the verification of normal distribution through the Kolmogorov-Smirnov test. Parametric tests, including independent t-tests and one-way ANOVA, were employed to compare mean scores across independent demographic groups (e.g., age group, gender, marital status, type of residence, and interest in nursing). Since the study was cross-sectional, these comparisons were made between independent groups at a single point in time. Pearson’s correlation analysis was conducted to explore the relationships among ARI, CTD, and PPS. Additionally, stepwise multiple regression analysis was performed to identify the predictors of ARI among nursing students.
Results
Descriptive results
A total of 283 nursing students participated in the study, meeting the established inclusion criteria. The mean age of the students was 21.72 ± 2.35 years. The majority of participants (50.9%) were female, and 97.9% were single (see Table 1).
Table 1.
Demographic variables of nursing students based on three outcome variables: the ARI, the CTD, and the PPS (n = 283)
| Variables | Number (%) | ARI (M ± SD) |
Orientation toward the future (M ± SD) | problem-oriented/positive thinking (M ± SD) | Communication skills (M ± SD) | CTD (M ± SD) |
Creativity (M ± SD) |
Perfectionism (M ± SD) |
Commitment(M ± SD) | PPS (M ± SD) |
|
|---|---|---|---|---|---|---|---|---|---|---|---|
| Age | 18–21 | 145 (51.2) | 108.27 ± 11.26 | 37.11 ± 3.99 | 21.51 ± 2.72 | 49.64 ± 7.02 | 121.68 ± 10.02 | 42.53 ± 4.45 | 32.70 ± 3.46 | 46.44 ± 4.08 | 39.80 ± 4.29 |
| ≥ 22 | 138 (48.8) | 108.21 ± 10.68 | 36.88 ± 3.80 | 21.64 ± 2.85 | 49.68 ± 6.40 | 125.50 ± 11.24 | 43.77 ± 4.94 | 33.63 ± 3.73 | 48.09 ± 4.15 | 41.05 ± 4.85 | |
| p-value | 0.964 | 0.616 | 0.701 | 0.953 | 0.003 | 0.028 | 0.031 | < 0.001 | 0.023 | ||
| Sex | Male | 139 (49.1) | 110.09 ± 10.33 | 37.33 ± 4.04 | 22.23 ± 2.48 | 50.53 ± 6.61 | 126.33 ± 10.45 | 44.25 ± 4.46 | 34.12 ± 3.72 | 47.96 ± 4.26 | 41.00 ± 4.67 |
| Female | 144 (50.9) | 106.46 ± 11.29 | 36.68 ± 3.73 | 20.95 ± 2.91 | 48.82 ± 6.73 | 120.85 ± 10.45 | 42.06 ± 4.75 | 32.22 ± 3.26 | 46.56 ± 4.00 | 39.83 ± 4.49 | |
| p-value | 0.005 | 0.165 | < 0.001 | 0.032 | < 0.001 | < 0.001 | < 0.001 | 0.005 | 0.032 | ||
| Type of residence | Living alone or with family | 56 (19.8) | 113.50 ± 9.54 | 39.50 ± 4.18 | 21.50 ± 1.97 | 52.50 ± 5.00 | 124.00 ± 11.66 | 42.66 ± 3.66 | 33.00 ± 3.16 | 48.33 ± 5.64 | 40.33 ± 4.63 |
| Living in dorms | 227 (80.2) | 108.13 ± 10.98 | 36.94 ± 3.88 | 21.58 ± 2.80 | 49.60 ± 6.74 | 123.53 ± 10.97 | 43.15 ± 4.75 | 33.15 ± 3.63 | 47.22 ± 4.16 | 40.41 ± 4.61 | |
| p-value | 0.236 | 0.113 | 0.944 | 0.297 | 0.918 | 0.804 | 0.916 | 0.523 | 0.967 | ||
| Marital status | Single | 278 (1.8) | 108.18 ± 10.98 | 36.93 ± 3.88 | 21.57 ± 2.80 | 49.68 ± 6.71 | 123.47 ± 10.86 | 43.13 ± 4.77 | 33.12 ± 3.63 | 47.20 ± 4.21 | 40.36 ± 4.62 |
| Married | 5 (97.9) | 111.60 ± 10.35 | 41.00 ± 2.00 | 22.00 ± 1.41 | 48.60 ± 7.79 | 127.80 ± 3.89 | 43.60 ± 1.67 | 34.60 ± 2.88 | 49.60 ± 1.14 | 42.80 ± 3.34 | |
| p-value | 0.491 | 0.020 | 0.734 | 0.721 | 0.375 | 0.827 | 0.682 | 0.005 | 0.243 | ||
| Interest in nursing | Yes | 152 (53.7) | 110.17 ± 10.37 | 37.55 ± 3.86 | 22.07 ± 2.73 | 50.54 ± 6.38 | 125.52 ± 10.26 | 44.23 ± 4.43 | 33.63 ± 3.47 | 47.66 ± 4.00 | 41.33 ± 4.31 |
| No | 131 (46.3) | 106.01 ± 11.24 | 36.36 ± 3.84 | 21.00 ± 2.74 | 48.64 ± 6.96 | 121.25 ± 10.97 | 41.87 ± 4.76 | 32.60 ± 3.71 | 46.77 ± 4.36 | 39.33 ± 4.72 | |
| p-value | 0.001 | 0.010 | 0.001 | 0.017 | < 0.001 | < 0.001 | 0.017 | 0.074 | < 0.001 | ||
ARI Academic Resilience Inventory, CTD Critical Thinking Disposition, PPS Proactive Personality Scale
The mean scores for the ARI, CTD, and PPS are presented in Table 2. In total, 60.1% and 39.9% of students reported moderate and high levels of ARI, respectively. Additionally, 8.8%, 80.2%, and 11% of students exhibited low, moderate, and high levels of CTD. Furthermore, 59.7% and 40.3% of students reported moderate and high levels of PPS (see Table 2).
Table 2.
Descriptive data for outcome variables, including the ARI, the CTD, and PPS in nursing students (n = 283)
| Outcome variables | Mean ± SD | Range on the Scale |
|---|---|---|
| Total ARI | 108.24 ± 10.96 | 29–145 |
| Communication skills | 49.66 ± 6.71 | 13–65 |
| Orientation toward the future | 37.00 ± 3.89 | 10–50 |
| Problem-oriented/positive thinking | 21.57 ± 2.78 | 6–30 |
| Total CTD | 123.54 ± 10.79 | 33–165 |
| Creativity | 43.14 ± 4.73 | 11–55 |
| Perfectionism | 33.15 ± 3.62 | 9–45 |
| Commitment | 47.25 ± 4.19 | 13–65 |
| Total PPS | 40.40 ± 4.61 | 10–50 |
ARI Academic Resilience Inventory, CTD Critical Thinking Disposition, PPS Proactive Personality Scale
Analytical results
The demographic characteristics of students, based on the mean levels of their ARI, CTD, and PPS, are presented in Table 1. The data indicate that there were no significant differences in the total scale or any of the subscales of ARI, CTD, and PPS concerning marital status and type of residence. However, significant differences were observed in the total scores and all dimensions of ARI, CTD, and PPS based on interest in the field of nursing and gender. Additionally, a significant difference was noted between the mean scores of the CTD and PPS in terms of the students’ age (see Table 1).
The results of the Pearson correlation coefficients indicated a significant positive correlation between the academic semester and both CTD and PPS (r = 0.12, p = 0.04). However, no correlation was observed between the academic semester and ARI.
Additionally, Pearson’s correlation coefficient revealed a significant positive correlation between the ARI and the CTD (r = 0.44, p < 0.001), as well as between the ARI and the PPS (r = 0.38, p < 0.001) (see Table 3).
Table 3.
Correlation matrix between variables of the ARI, the CTD, the PPS, the academic semester, and the grade point average in nursing students (n = 283)
| Variables | Academic semester | GPA | Age | ARI | orientation toward the future | problem-oriented/positive thinking | Communication skills | CTD | Perfectionism | Commitment | Creativity | PPS |
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Academic semester | 1 | |||||||||||
| GPA | 0.103 | 1 | ||||||||||
| Age | 0.436** | −0.007 | 1 | |||||||||
| ARI | 0.080 | 0.042 | 0.019 | 1 | ||||||||
| Orientation toward the future | 0.062 | 0.043 | 0.034 | 0.752** | 1 | |||||||
| Problem-oriented/positive thinking | 0.038 | −0.030 | 0.009 | 0.719** | 0.466** | 1 | ||||||
| Communication skills | 0.079 | 0.055 | 0.007 | 0.898** | 0.454** | 0.488** | 1 | |||||
| CTD | 0.120* | 0.039 | 0.088 | 0.440** | 0.479** | 0.428** | 0.264** | 1 | ||||
| Perfectionism | 0.032 | −0.040 | 0.059 | 0.314** | 0.373* | 0.361** | 0.146* | 0.838** | 1 | |||
| Commitment | 0.117* | 0.052 | 0.113 | 0.305** | 0.332** | 0.300** | 0.180** | 0.853** | 0.591** | 1 | ||
| Creativity | 0.145* | 0.075 | 0.056 | 0.494** | 0.512** | 0.434** | 0.494** | 0.884** | 0.623** | 0.608** | 1 | |
| PPS | 0.120* | 0.031 | 0.118* | 0.389** | 0.456** | 0.340** | 0.229** | 0.724** | 0.589** | 0.625** | 0.647** | 1 |
ARI Academic Resilience Inventory, CTD Critical Thinking Disposition, PPS Proactive Personality Scale, GPA Grade point average
According to Pearson correlation coefficients: *p < 0.05; **p < 0.001
Regression analysis results
Independent variables that were significantly associated with the outcomes of the ARI were included in the regression analysis. A multivariate linear regression using the stepwise method was employed to determine the extent to which CTD, PPS, and demographic characteristics could explain variance in ARI. The results indicated that the factors significantly associated with ARI were CTD (β = 0.423, p < 0.001) and interest in the field of nursing (β = 0.119, p = 0.027). Together, these variables accounted for 20% of the variance in ARI (see Table 4).
Table 4.
Multiple linear regression models with the scores of caring behaviors in nursing students as a dependent variable
| Model | R | R2 | AdjR2 | F | Independent variables | B | SE | β | t | p |
|---|---|---|---|---|---|---|---|---|---|---|
| ARI | 0.45 | 0.20 | 0.20 | 36.734 | Constant | 58.346 | 7.128 | - | 8.186 | < 0.001 |
| CTD | 0.430 | 0.055 | 0.423 | 7.860 | < 0.001 | |||||
| Interest in nursing | 02.053 | 0.926 | 0.119 | 2.217 | 0.027 |
Discussion
This study aimed to determine the relationship between academic resilience, critical thinking disposition, and proactive personality among nursing students at Jundishapur University of Medical Sciences (AJUMS). The findings indicated that the majority of these students exhibited moderate to high levels in all three areas. This observation is consistent with the results of several prior investigations [13, 17, 46, 47]. A plausible explanation for these findings is that nursing students, through their exposure to high-pressure clinical environments, likely develop more robust coping mechanisms than students in other disciplines. Moreover, clinical education and hospital internships, combined with direct patient interaction, immerse students in real-world challenges. This dual exposure is associated with their ability to handle demanding situations and may contribute to their resilience [48]. Simultaneously, the progressive shift from theoretical knowledge to practical experience in clinical settings, where students are required to make rapid decisions and resolve complex clinical issues, may enhance their analytical skills, cognitive adaptability, and emotional resilience. These elements may be instrumental in the development of critical thinking and a proactive personality among nursing students [47, 49, 50]. Furthermore, the inherent nature of nursing fosters extensive interactions with peers, nurses, patients, physicians, and the broader healthcare team. These interactions are associated with increased self-confidence, a more proactive attitude, and enhanced communication skills [51]. Nevertheless, the potential for self-reporting bias warrants consideration. Therefore, future research should aim to further explore the levels of these variables specifically within nursing student populations.
Analysis of demographic variables in this study demonstrated a statistically significant difference between male and female nursing students in academic resilience, critical thinking disposition, and proactive personality, with male students exhibiting higher scores across all three. These results diverge from those of Hwang et al. [17] and Alshammari et al. [52], who found higher academic resilience among female students. In contrast, Im Jin et al. [53] reported no significant gender-based differences in academic resilience. Given these conflicting findings, academic resilience appears to be a highly context-sensitive trait, susceptible to a multitude of influences such as the cultural environment, parenting styles, societal expectations for each gender, and even the framework of the educational system. Within our study population, it is plausible that heightened social expectations for academic achievement among male students, or their exposure to distinct external pressures to adapt to the university setting, was linked to the development or enhancement of their academic resilience and appeared to relate to a more proactive personality. Furthermore, prevailing personality traits in males, such as independence, a propensity for risk-taking, or superior self-regulation, might also be associated with their higher academic resilience. From a critical thinking standpoint, the teaching and assessment methods in nursing education may be better suited to male learning approaches, potentially linked to their analytical and inferential reasoning [54]. Recognizing that cultural gender norms can affect how individuals handle academic pressures differently, further investigation into the role of cultural and environmental factors in gender-based differences in academic resilience, critical thinking disposition, and proactive personality is crucial to understand the underlying mechanisms.
In the present study, no significant difference was found between the two age groups in terms of academic resilience. However, the results showed that older students scored significantly higher in critical thinking disposition and proactive personality. Consistent with the results of the present study, Mousazadeh et al. [23] showed that older nursing students also have a higher critical thinking disposition. Age differences in the critical thinking index have been explained as a sign of increased educational and clinical experiences with age. In other words, older students, benefiting from more experiences and a more effective learning environment, show a higher tendency for critical thinking and consequently score higher [23]. On the other hand, as nursing students mature and accumulate experience in both academic and clinical settings, their capacity to navigate challenging situations and make autonomous decisions appears to increase. This trajectory of personal and professional development may be associated with stronger proactive personality traits. Consequently, with enhanced abilities in problem analysis, situational adaptation, and professional communication, they tend to adopt a more active and engaged approach when facing educational and clinical hurdles. This trend indicates the important role of experience in shaping proactive personality and strengthening effective attitudes for professional performance in nursing [28].
Our analysis of demographic variables and their relationship with academic resilience, critical thinking disposition, and proactive personality in nursing students indicated no significant differences based on marital status or place of residence. This lack of correlation may be attributed to the fact that these characteristics are primarily dependent on internal factors such as personal skills, self-efficacy, decision-making abilities, and emotional regulation [16, 23, 28], rather than external circumstances like marital status or living situation.
The present study also demonstrated that nursing students with a keen interest in the nursing profession achieved significantly higher scores across academic resilience, critical thinking disposition, and proactive personality. In addition, this variable was identified as one of the predictors of academic resilience; students who expressed an interest in nursing reported 2.05 times higher levels of academic resilience. This observation corroborates previous research highlighting the role of interest in one’s field as a predictor of academic resilience and positive mental health in nursing students [27]. Students who are more invested in nursing demonstrate greater academic resilience, which is associated with more effective coping strategies for academic challenges and pressures, ultimately leading to improved academic performance [16]. This interest is associated with greater academic resilience, as well as increased motivation and dedication, thereby providing a stronger basis for navigating difficulties [13].
Moreover, when students are genuinely interested in nursing, they are more likely to pursue deeper learning and analyze complex problems, which correlates with stronger critical thinking skills and better preparation for the complexities of clinical practice [13, 55]. This interest also cultivates essential communication, collaboration, and problem-solving skills, which are vital for developing a proactive personality and the flexibility needed to navigate the dynamic and challenging healthcare environment [55, 56].
Examining the relationship with the academic semester, this study found a positive and statistically significant correlation with both critical thinking disposition and proactive personality, suggesting that as students progressed through their studies, their scores in these areas increased. However, academic resilience did not show a significant correlation with the students’ academic semester. Research suggests that the enhanced critical thinking disposition observed in senior students stems from the progressive refinement of analytical skills gained through practical and clinical experiences, coupled with the assimilation of advanced and specialized course concepts. Exposure to real-world scenarios and complex challenges in advanced academic stages is associated with the development of judgment and decision-making abilities, which is evident in their higher critical thinking disposition scores [57, 58].
Furthermore, the cumulative effect of practical and clinical experiences and the assumption of greater responsibilities in their advanced studies creates an environment conducive to the flourishing of innovative, self-management, and creative characteristics among nursing students, which correlates with the growth of their proactive personality component [59].
However, the absence of a correlation between academic semester and academic resilience is a key observation. This implies that factors beyond the progression through academic semesters, such as social support, individual motivation, environmental influences, or the curriculum itself, may be more influential in shaping academic resilience. Consequently, future research should prioritize investigating the development of these characteristics in nursing students.
The present study also demonstrated a positive and significant correlation between proactive personality and academic resilience. Specifically, students who exhibited a more proactive personality also reported significantly higher levels of academic resilience. No studies directly examining the relationship between these two variables in nursing students were found. However, the results of some previous studies have shown that proactive personality has a positive correlation with psychological resilience in nursing students [56], which could lay the groundwork for increased resilience in academic situations as well. Based on this evidence and the findings of the present study, it can be inferred that proactive personality, through the promotion of skills such as self-regulation, self-efficacy, and problem-focused approaches, plays an effective role in empowering students to cope with academic challenges [59]. However, based on the regression results, this factor was not identified as a predictor of academic resilience. The lack of direct evidence in this area highlights the need for further studies to accurately explain the mechanisms of this relationship in the nursing student population.
One of the important results of the present study was the presence of a positive and significant correlation between academic resilience and critical thinking disposition in nursing students. In other words, with an increase in critical thinking disposition in nursing students, their academic resilience also significantly improved. Furthermore, linear regression analysis identified critical thinking disposition as the most significant predictor of academic resilience. The model indicated that for every one-unit increase in critical thinking disposition, academic resilience among nursing students increased by a factor of 0.43. This highlights the substantial influence of critical thinking as a core skill in enhancing their capacity to withstand academic pressures. Persistent academic pressures can erode nursing students’ critical thinking abilities, problem-solving skills, and decision-making capabilities. Consequently, strengthening critical thinking is associated with students’ improved ability to manage these pressures, which may, in turn, be linked to their academic resilience [16]. Similarly, Baek Kyung-hwa et al. [60] found that enhancing critical thinking skills, along with fostering empathy, is positively associated with increased academic resilience. Critical thinking, recognized as an essential cognitive skill, is demonstrated by students’ precise analysis of academic challenges and their adept problem-solving through the application of both logical and creative reasoning. This analytical process aids in navigating the stresses and pressures of the educational environment, ultimately increasing their resilience. Thus, fostering critical thinking is essential for developing the capacity to overcome obstacles and successfully engage with academic complexities, making its integration a fundamental recommendation for educational curricula [49, 60].
Conclusion
Our study demonstrated a positive and significant relationship between academic resilience and both critical thinking disposition and proactive personality in nursing students. Moreover, critical thinking disposition emerged as a powerful predictor of academic resilience. These findings emphasize that cultivating cognitive skills and proactive personality traits is essential for enhancing academic resilience and enabling students to navigate educational and clinical challenges more effectively. Therefore, it is recommended that nursing school curricula increasingly emphasize the development of critical thinking, problem-solving skills, and professional character. Also, future longitudinal and interventional research could provide valuable insights into the causal pathways and enduring impact of these factors.
Strengths and limitations
To the best of our knowledge, limited studies have been conducted on determining the relationship between proactive personality and critical thinking disposition with academic resilience, and this was one of the strengths of our study. This study, however, is subject to several limitations. Primarily, its cross-sectional design restricts the ability to establish causal relationships. Furthermore, the reliance on self-report measures introduces the potential for response bias, particularly when assessing psychological constructs like resilience and proactive personality. Finally, the study did not account for factors such as students’ economic status, social support systems, or cultural background, which could influence the variables under investigation.
Implications for nursing
The findings of this study can be used in designing educational programs and counseling services in nursing schools. Given the proven role of critical thinking and proactive personality in promoting academic resilience, it is suggested that educational courses based on cognitive skills, self-awareness, problem-solving, and active learning (such as problem-based learning and clinical simulations) receive more attention. Also, the results can provide a basis for designing support interventions for students who are at risk of lower resilience, and in particular, individual differences such as interest in the field and personality traits need to be considered in individual and group counseling.
Acknowledgements
This study was extracted from a research proposal approved by the Student Research Committee, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran (NO: 03s22). The researchers appreciate all staff in the “Student Research Committee” and “Research & Technology Chancellor” at Ahvaz Jundishapur University of Medical Sciences for their financial support. In addition, the researchers are thankful to all the nursing students who participated in this study.
Authors’ contributions
M.A. and S.V. contributed to the conceptualization and methodological design of the study. M.A. performed the data analysis, validated the findings, provided resources, supervised the research process, and oversaw project administration and funding acquisition. S.V. was responsible for software development, formal analysis design, investigation, data curation, visualization, and drafting the original manuscript. M.A. reviewed and edited the manuscript. Both authors read and approved the final version prior to submission.
Funding
The project of this study (NO: 03s22) was financially supported by the Ahvaz Jundishapur University of Medical Sciences, Ahvaz-Iran.
Data availability
The datasets used and/or analyzed during the current study are available from the corresponding author upon reasonable request. For access to more data, please reach out to the corresponding author.
Declarations
Ethics approval and consent to participate
This research has been approved by the ethics committee of Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran (Ethical Code: IR.AJUMS.REC.1403.189). Administrative authorization for data collection was granted by the appropriate authorities and conducted in accordance with the Declaration of Helsinki. Participants were informed about the study’s objectives and assured their data would remain confidential. They were explicitly assured that their participation was strictly voluntary. Before commencing the study, all participants provided their informed verbal consent.
Consent for publication
Not applicable.
Competing interests
The authors declare no competing interests.
Declaration of competing interest
The authors declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.
Footnotes
Publisher’s Note
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
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Associated Data
This section collects any data citations, data availability statements, or supplementary materials included in this article.
Data Availability Statement
The datasets used and/or analyzed during the current study are available from the corresponding author upon reasonable request. For access to more data, please reach out to the corresponding author.