THE IMPACT OF COGNITIVE SKILLS AND RESILIENCE IN SOCIAL EDUCATION STUDENTS' PROFILE

Cognition and resilience in higher education students as a research theme emerges from the necessity of developing knowledge about possible associations or links between the capacity to adapt cognitive development in a stage full of challenges such as higher education. The aim of the present study is to explore the association between resilience and cognitive development in a sample of Portuguese Social Education students in order to reflect on the impact of personal cognitive characteristics related to academic and professional adjustment. This is a quantitative ex-post-facto study, with a convenience sample of 135 students of the three years of Social Education degree (age, 23.01 +/- 7.10). The Portuguese version of Parker Cognitive Development Inventory, Resilience Scale and a social demographic questionnaire were used to collect data. We used the SPSS-24 for the non-parametric analyses with p <=.05. A moderate level of resilience (mean of 139.71 +/- 17.41) and higher levels of relativism and commitment to dualism were observed. Positive and significant Spearman correlations (.28 >= rho <=.40) were found between levels of relativism and commitment and in all subscales of resilience, except optimism scale (p <= 001), that showed correlation (rho=.19) with dualism (p=.03). There is a dearth of literature on cognition and resilience, and much more can be learned about the role of both in higher education, leading us to these questions: Do cognitive skills promote resilience or only influence the perception of it? What's the impact of promoting them in the skill profile of the Social Educator? (C) 2017 Published by Future Academy www.FutureAcademy.org.UK