Quarterly of Educational Measurement

Standardization and sufficiency psychometric properties of Adolescent Psychological Resilience Scale (APRS)

Document Type : Research Paper

Authors

Neda Mazloompour 1
Mohammad Masoud Dayarian 2
Nayere Arianfar 3

1 Ph.D. Student in Counseling, Kho.C., Islamic Azad University, Khomeinishahr, Iran.

2 Assistant Professor ,Department of Counseling, Kho.C., Islamic Azad University, Khomeinishahr, Iran

3 Assistant Professor, Department of Counseling, Kho.C., Islamic Azad University, Khomeinishahr, Iran.

https://doi.org/10.22054/jem.2026.86131.3620
Abstract
The purpose of this study was to standardize and investigate the psychometric properties of the Bulut et al. (2013) Adolescent Resilience Scale (ARS) among students. Methodologically, this research employed a descriptive, survey-based design. The target population consisted of all secondary school students in Isfahan during the 2024-2025 academic year. A sample of 241 participants was selected using convenience sampling, based on Morgan's table. Participants concurrently completed the Bulut et al. (2013) Adolescent Resilience Scale and the Connor-Davidson Resilience Scale (CD-RISC; 2003). Statistical analyses were conducted using SPSS version 26 and Amos version 21. The reliability coefficient of the Adolescent Resilience Scale was 0.84 using Cronbach's alpha and 0.74 using the split-half method, indicating good internal consistency and stability of test scores. Furthermore, an examination of the convergent concurrent validity of the Adolescent Resilience Scale with the Connor-Davidson Resilience Scale (2003) revealed that all correlation coefficients were significant at p < 0.05. Based on the findings obtained, it can be argued that the Bulut et al. (2013) Adolescent Resilience Scale demonstrates satisfactory reliability and validity and can serve as a suitable instrument for measuring resilience in adolescents within the Iranian population.

Keywords

Psychological Resilience
Adolescent
psychometric propertie
Standardization
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Quarterly of Educational Measurement
Volume 17, Issue 64
Spring 2026
Pages 197-219

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