AIM: Given the demanding nature of teacher education, understanding how resilience relates to academic success and social adaptation is crucial. The aim of this study was to examine the relationship between resilience and academic achievement and to determine whether this relationship varies based on the personality/mental health profile of future teachers. METHOD: A total of 793 university students enrolled in teacher training programs participated in this study. Data were collected via validated questionnaires measuring resilience (CD-RISC-25) with 5-factor solution including (1) Positive acceptance of change and secure relationships, (2) Trust in one's instincts, tolerance of negative affect, and strengthening effects of stress, (3) Personal competence, high standards, and tenacity, (4) Control, and (5) Spiritual influences (entered as explanatory or predictor variables in regression models); academic achievement (AAQ) with (1) Study performance, (2) Coping with study demands and (3) Social adaptation domains (treated as dependent variables); personality traits (TIPI) covering Big Five traits (as input for cluster analysis); and mental health indicators (PHQ-4) including depression and anxiety (as input for cluster analysis). Analyses were associative and exploratory; terms such as 'predictor' denote statistical prediction, not causation. First, correlation and regression analyses were conducted to determine the overall association between resilience and academic achievement. Next, these associations were tested in groups with different personality/mental health profiles (based on cluster analysis). RESULTS: The findings of the whole sample analysis revealed that resilience was significantly associated with coping with study demands and social adaptation, accounting for ~ 21% and 30% of the variance in those outcomes, respectively. In particular, Personal Competence, High Standards, and Tenacity (PCHST) and Positive Acceptance of Change and Secure Relationships (PACSR) were found to show the strongest association. In contrast, resilience did not manifest direct association with academic performance. Subsequent subgroup analysis showed that relationship between resilience and academic achievement remained consistent across different personality or mental health profiles, suggesting relevance across personality/mental-health profiles. CONCLUSION: The cross-sectional findings indicate that resilience is significantly related to the academic achievement of future teachers, and this relationship is independent of their personality structure and mental health issues. These findings underscore the potential importance of resilience in enhancing coping mechanisms and social integration among future teachers. Teacher training programs may consider incorporating resilience-building strategies to support students in managing academic stress and fostering professional preparedness.

Department of Czech Language and Literature Faculty of Education Palacky University in Olomouc Žižkovo nám 5 CZ 779 00 Olomouc Czech Republic

Department of Psychology and Abnormal Psychology Faculty of Education Palacky University in Olomouc Czech Republic Žižkovo nám 5 CZ 779 00 Olomouc

Institute of Special Education Studies Faculty of Education Palacky University in Olomouc Žižkovo nám 5 CZ 77900 Olomouc Czech Republic

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