In psychology, emotional resilience is the ability to generate positive emotions and bounce back

rapidly from negative emotional situations. It contains two core characteristics: the ability to
elicit happy feelings in the face of adverse emotional stimuli and the ability to recover from bad
emotional experiences (Davidson, 2001; Conway & McDonough, 2006). Resilience has mostly
been researched as a protective factor in children who have gone through substantial life
transitions, adversity, and stress (Haggerty et al. 1996). Resilience can support individuals in
handling transition-related challenges, adjusting to change, and coping with uncertainty in the
context of education. For students to successfully handle emotionally taxing situations, develop
useful coping mechanisms, improve well-being, and progress in professional development,
emotional resilience may be a particularly crucial quality.
In relation to the person's emotional efforts in stressful situations, emotional resilience is more
likely to result in emotionally directed coping. This adaptive process recovers and sustains
normal emotional levels in the face of catastrophic experiences. Adaptation can happen as a
result of interactions between an individual and their environment. The individual's mental health
and capacity for social adjustment are significantly influenced by emotional resilience.
Individual differences in emotional responses may be caused by differences in emotional
resilience, and these differences may then influence how cognitive processes deal with emotional
input (Zhang & Lu, 2010).
The coronavirus (COVID-19) has struck the entire globe, affecting many areas of society,
including higher education, which has not been immune to its effects. Throughout the world,
education has changed in recent years due to the pandemic. Schools were forced to conduct
online classes as a precaution against the increasing cases of people getting infected by the virus.
In the systematic review conducted by Talib et al (2021), it was found that the transition from
face-to-face education to online distance education and the impact of the pandemic-related
lockdowns and other imposed measures on the academic and personal lives of students and on
their experiences with online distance education were the most salient themes. Further, the
researchers also noted that the pandemic itself could be an impetus for change but warned that
there were potentially serious issues that needed to be addressed, such as inequality and
inaccessibility, inadequacies, poor communication quality, technical difficulties, the need for
technology literacy, the balance between professional and personal life, privacy concerns in
online environments, difficulties in the assessment of student performance, lack of student
engagement, participation, and motivation, and lastly, stress, workload, and morale.
The coronavirus (COVID-19) has spread around the world and has had an impact on many facets
of society, including higher education, which has not been spared. Due to the pandemic,
education has recently changed all across the world. Schools were forced to conduct online
classes as a precaution against the increasing cases of people getting infected by the virus. In a
systematic analysis conducted by Talib et al., (2021) The shift from in-person instruction to
online distance learning and the effects of lockdowns and other pandemic-related measures on
students' personal and academic lives as well as their experiences with online distance learning
were considered to be the most important themes. Furthermore, the researchers also pointed out
that the pandemic itself may serve as a catalyst for change, but they cautioned that there were
potentially serious issues that needed to be addressed, such as inequality and accessibility issues,
inadequacies, poor communication quality, technical issues, the need for technology literacy, the
balance between work and personal life, privacy concerns in online environments, challenges in
the assessment of student performance, and a lack of student participation.
In another study, Aristovnik et al. (2020) examined the COVID-19 pandemic's global effects on
the lives of higher education students. They claimed that the dramatic adjustments brought about
by the measures put in place to solve COVID-19 had a particularly significant influence on
students' emotional well-being in higher education, which had an adverse effect on their
academic performance. They said that the fact that the epidemic began in the southern
hemisphere at the start of the academic year while it started in the northern hemisphere in the
middle of the academic year caused the two hemispheres to react emotionally in different ways.
At present, the pandemic seems to have ended, at least for the moment, and as life returns to
normal little by little, attention needs to be paid to the transition back to face-to-face education
and its implications. Therefore, the proponents aim to develop a psychometrically valid and
reliable test that can determine the emotional resilience of students in their transition from online
learning to face-to-face education.
Currently, the pandemic appears to have ended, at least temporarily, and as daily life gradually
returns to normal, consideration must be given to the return to in-person instruction and its
ramifications. Therefore, the proponents aim to develop a psychometrically valid and reliable test
that can determine the emotional resilience of students in their transition from online learning to
face-to-face education.
As life gradually returns to normality after the pandemic, which appears to have stopped, for the
time being, consideration must be given to the return to in-person instruction and its
ramifications. Therefore, the proponents aim to develop a psychometrically valid and reliable test
that can determine the emotional resilience of students in their transition from online learning to
face-to-face education.
As life gradually returns to normality after the pandemic, which appears to have stopped, for the
time being, consideration must be given to the return to in-person instruction and its
ramifications. Therefore, the proponents aim to develop a psychometrically valid and reliable test
that can determine the emotional resilience of students in their transition from online learning to
face-to-face education.

The primary target of the scale will be the pre-med students under the Institute of Arts and
Sciences (BS Psychology & BS Biology) and Institute of Health Sciences and Nursing (BS
Medical Technology & BS Nursing). The test developers developed a bimodal scale which is
emotional resilience that has two subconstruct which are relationship and identity. Further, the
test developers designed this test in order to determine the emotional resilience of the target
individual based on how high or low his final score will be. In that regard, the current literature
stated that attention needs to be paid to the transition back to face-to-face education. The test
being developed can be utilized to measure if emotional resiliency and environmental factors
influence how they are able to react and cope with the transition back to school classes in this
pandemic. Additionally, it will raise awareness of the effects of COVID-19 on the academic
performance of the students and their coping mechanisms during this transition to their college.

The coronavirus (COVID-19) has spread around the world and has had an impact on many facets
of society, including higher education, which has not been spared. Due to the pandemic,
education has recently changed all across the world. Schools were forced to conduct online
classes as a precaution against the increasing cases of people getting infected by the virus. In a
systematic analysis conducted by Talib et al., (2021) The shift from in-person instruction to
online distance learning and the effects of lockdowns and other pandemic-related measures on
students' personal and academic lives as well as their experiences with online distance learning
were considered to be the most important themes. Furthermore, the researchers also pointed out
that the pandemic itself may serve as a catalyst for change, but they cautioned that there were
potentially serious issues that needed to be addressed, such as inequality and accessibility issues,
inadequacies, poor communication quality, technical issues, the need for technology literacy, the
balance between work and personal life, privacy concerns in online environments, challenges in
the assessment of student performance, and a lack of student participation.
The coronavirus (COVID-19) has spread around the world and has had an impact on many facets
of society, including higher education, which has not been spared. Due to the pandemic,
education has recently changed all across the world. Schools were forced to conduct online
classes as a precaution against the increasing cases of people getting infected by the virus. In a
systematic analysis conducted by Talib et al., (2021) the shift from in-person instruction to
online distance learning, the impact of lockdowns and other pandemic-related actions on
students' personal and academic lives, as well as their experiences with online learning. The
researchers also noted that the pandemic itself may serve as a catalyst for change, but they
cautioned that there were potentially serious issues that needed to be addressed, such as
disparities and accessibility issues, insufficiency, poor communication quality, technical issues,
the need for digital literacy, school and personal life balance, concerns about privacy in online
environments, difficulties in the assessment of student performance, and a lack of resources.

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