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Abstract
Computer science (CS) programs place unusual demands on undergraduates: abstract problem solving, frequent debugging failure, rapidly changing tools, and uneven laboratory infrastructure. Psychological resilience, the capacity to adapt positively under adversity, is therefore a plausible predictor of learning outcomes, yet it remains under-examined in Nigerian CS education and almost unstudied in Enugu State. This article reports a cross-sectional correlational study of undergraduate CS students in Enugu State universities. Psychological resilience was measured with the 10-item Connor-Davidson Resilience Scale (CD-RISC-10). Academic resilience was measured with the Academic Resilience Scale (ARS-30). Learning outcomes were operationalized as cumulative grade point average (CGPA), most recent programming-course grade, and a brief self-regulated learning index. Using a planned sample of 318 students drawn from three universities in Enugu State and analyzed with Pearson correlations, hierarchical multiple regression, and independent-samples t tests, the study tests whether resilience accounts for unique variance in CS learning outcomes after gender, year of study, and prior programming experience are controlled. The literature synthesis and the specified analytic model predict a moderate positive association between resilience and CS outcomes, with perseverance and adaptive help-seeking as the strongest academic-resilience facets. Implications are drawn for CS pedagogy, student-support services, and resilience-building interventions in resource-constrained West African computing departments.