PERCEIVED DISCRIMINATION AND ACADEMIC PERFORMANCE: INVESTIGATING PSYCHOLOGICAL RESILIENCE AS A MODERATING FACTOR

Jabborova Musharrafkhon Zafarbek kizi

Authors

Jabborova Musharrafkhon Zafarbek kizi PhD Student of Andijan State University, Teacher of Andijan branch of Kokand University

Keywords:

perceived discrimination, academic performance, psychological resilience, stress, coping strategies, student well-being

Abstract

Perceived discrimination has been identified as one of the most pervasive psychological stressors influencing students’ academic engagement and success in higher education. This study examines how experiences of perceived discrimination affect academic performance and explores the moderating role of psychological resilience as a potential buffer against its negative consequences. Data were collected from 250 university students across three institutions through standardized questionnaires and in-depth interviews. Statistical analyses revealed that perceived discrimination significantly predicted lower academic performance, while psychological resilience moderated this relationship by reducing its negative impact. Qualitative findings further illustrated that resilient students employed adaptive coping mechanisms, such as cognitive reframing, self-efficacy enhancement, and seeking social support, to sustain their motivation and academic achievement despite facing discrimination. The study concludes that fostering resilience within academic environments is a powerful approach to promoting equity and psychological well-being among students exposed to discriminatory experiences.

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