Abstract
Academic resilience is the ability to overcome setbacks and chronic difficulties in the academic context. Previous studies have found that resilient students tend to be more engaged in school than their counterparts. Nevertheless, it seems worth deepening the role of contextual factors, such as teacher emotional support and how students perceive it, as it could contribute to foster the abovementioned relationship. The present study aimed to examine the links between academic resilience, perceived teacher emotional support, and school engagement. Moreover, the mediating role of perceived teacher emotional support was investigated. A sample of 205 Italian high school students (58.5% female), aged 14–19 years (M = 16.15, SD = 1.59), completed self-report questionnaires on academic resilience, perceived teacher emotional support, and school engagement. A structural equation model (SEM) was used to test the mediation hypothesis. The results showed that academic resilience was associated with perceived teacher emotional support, and both of them were related to school engagement. Furthermore, perceived teacher emotional support partially mediated the relationship between academic resilience and school engagement. Findings were discussed by underlining the importance of fostering personal and contextual resources in the school context to promote students’ well-being.
Highlights
In the last few decades, academic resilience has gained increasing attention in the school context due to its relation to positive achievement and school-related adjustment [1,2]
The structural equation model (SEM) performed to test the mediation of teacher emotional support in the relationship between academic resilience and school engagement shows a good fit to the data
The present study sought to investigate the relationship among academic resilience, perceived teacher emotional support, and school engagement in a sample of high school students
Summary
In the last few decades, academic resilience has gained increasing attention in the school context due to its relation to positive achievement and school-related adjustment [1,2]. Further studies have underlined that external resources play a synergetic effect with personal ones in affecting individuals’ engagement [9,10] It seems that individuals with higher personal resources seek contextual resources to help them succeed. It influences the way they perceive the environment and the social support they receive [11]. In line with this evidence, a recent study has highlighted that external resources, such as perceived academic support, partially mediate the relationship between students’ personal resources and engagement [12]. It seems worth expanding the previous findings by deepening contextual resources’ role and focusing on emotional forms of perceived support, such as students’
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