This study was an initial exploration of resilience theory as an approach to support young adults with psychiatric disorders to learn to manage psychological problems in college. The increasing number of undergraduate students with self-reported psychological problems is an issue affecting higher education. Universities are struggling to meet these students' mental health needs despite rigid funding constraints. This study provides empirical support for the utility of a resilience framework to support undergraduate students with psychological problems.

The results of the hierarchical (or sequential) multiple regression analyses provided three major findings and implications. First, the Connor-Davidson Resilience Scale Factor 1: Tenacity, Competence, and High Standards had the most predictive power for cumulative university GPA when all the predictor variables were in the model. Tenacity had more predictive power than High School GPA or ACT scores. Second, Factor 2: Tolerance of Negative Affect was a negative statistical predictor of cumulative university GPA.

Second, the results of the study indicated that the Connor-Davidson Resilience Scale was not a statistically significant predictor of sense of belonging. This unexpected finding suggests the need for further examination of how students with psychological problems integrate themselves socially into the university community. The sense of belonging scores were polarized, with the majority of participants reporting either extremely high or extremely low scores. The lack of a relationship between resilience and sense of belonging was unexpected and requires further examination.

Third, participants recruited from university counseling, psychiatry, and disability offices had statistically significant lower Connor-Davidson Resilience Scale scores than participants recruited from university classrooms. These results suggest that students who seek psychological support have a reduced capacity to deal with stress and adversity. The results of this study need to be replicated before implications can be generalized to other universities.