The impact of adolescent innovation on academic resilience, distance learning self-efficacy, and academic performance

The COVID-19 pandemic introduced considerable challenges for adolescents as they adapted to the demands of remote learning, necessitating effective strategies to sustain their academic engagement and performance. This study investigates the relationship between adolescents' self-perceived innovativeness and their academic resilience, confidence in managing distance learning, and overall academic performance. Using data from a sample of 906 Chinese middle and high school students, the study identifies three primary findings: adolescents with higher levels of self-perceived innovativeness tend to exhibit stronger academic resilience, greater confidence in handling distance learning, and better academic performance; distinct gender differences emerge, with male students reporting higher levels of self-perceived innovativeness than their female counterparts; and differences across educational stages are also evident, as high school students generally rate their innovativeness higher than middle school students. These findings point to the significance of fostering innovative thinking skills in adolescents to strengthen their capacity for adapting to dynamic educational environments and achieving improved academic outcomes. For educators and policymakers, the focus should be on encouraging creativity and adaptability among students while providing them with the necessary tools and support to develop personalized approaches for success in both blended and remote learning settings.