2025 IJRSE – Volume 14 Issue 1
Available Online: 1 February 2025
Author/s:
Lumontod, Robinson III, Z.*
Central Luzon State University, Philippines (robinsonlumontodiii@gmail.com)
Samoy, Jessa T.
Central Luzon State University, Philippines (jessa.samoy@clsu2.edu.ph)
Abstract:
Goal concordance is often considered an influential factor in individuals’ performance and success in several domains. However, its impact on academic resilience has been barely examined. In like manner, Linguistic Inquiry and Word Count (LIWC) is a commonly used tool in extracting psychological processes from a written language but it has not been used to extract language patterns about academic resilience. This study assumed that goal concordance and language patterns measured by LIWC dimensions play important roles in determining academic resilience. Recognizing the lack of evidence in this area, this study was conducted to fill the empirical gap. The data were collected from a sample of 36 college students who were enrolled in their desired college courses (academic goal concordant) and 36 who were not (academic non-concordant). All participants completed the academic goal concordance and academic resilience measures. Additionally, the participants wrote essays about how resilient they were in facing academic challenges. The language patterns in the essays were analyzed using the dimensions of LIWC. The role of academic goal concordance and LIWC dimensions on academic resilience was determined using fuzzy-set qualitative comparative analysis (fsQCA). Important findings were noted. First, goal concordance was a peripheral condition for academic resilience. Second, the analytic and authentic dimensions of LIWC as well as the total number of words used in the essay were found to be necessary conditions of high academic resilience. Lastly, five combinations were identified that resulted in high academic resilience. The implications of these findings are discussed.
Keywords: goal concordance, LIWC, text analysis, academic resilience, fsQCA
DOI: https://doi.org/10.5861/ijrse.2025.25001
Cite this article:
Lumontod, R. III, Z., & Samoy, J. T. (2025). Do academic goal concordance and LIWC dimensions predict academic resilience? A fsQCA-based exploration. International Journal of Research Studies in Education, 14(1), 75-88. https://doi.org/10.5861/ijrse.2025.25001
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