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.