Abstract
Academic resilience refers to the ability to recover and achieve high academic outcomes despite environmental adversity in the academic setting. At the same time, self-determination theory (SDT) offers a human agency model to understand individuals' autonomy to achieve in various fields. The present longitudinal study explored the factors influencing resilience from the analytical framework of SDT to investigate how basic psychological needs strengthen students' resilience. A mediation model was proposed that resilience may mediate the relationship between basic psychological needs and academic performance. The results from 450 10th grade Chinese students showed that three basic psychological needs (i.e., autonomy, competence, and relatedness) facilitate academic resilience; academic resilience thus increases subsequent academic performance after controlling for previous test scores.
Highlights
Resilience Concept and Its Influence in Educational FieldResilience is a broad psychological construct, which, the study of resilient students has gone through its very first stage focused its definition from the 1970s to the end of the last century (Wright et al, 2013)
We proposed that (i) the basic psychological needs, that is, the needs for relatedness, competence, and autonomy could positively predict academic resilience; (ii) academic resilience could enhance academic performance, after controlling for the necessary background information; (iii) resilience could mediate the path from basic psychological needs to academic performance; and (iv) such a mediation model is effective in a Chinese adolescents group
It showed that the basic psychological needs had moderate correlations with mathematics resilience and low correlations with mathematics performance
Summary
Resilience is a broad psychological construct, which, the study of resilient students has gone through its very first stage focused its definition from the 1970s to the end of the last century (Wright et al, 2013). Terminology of resilience, such as risk, adversity, protective factor, recovery, sustain, and other relevant keywords are explored (Masten et al, 1990; Werner and Smith, 1992; Masten, 1994). In the field of education, academic resilience is defined as after protective behavior when students meet the background adversities but achieve high academic outcomes (OECD, 2021). In the Organization for Economic Cooperation and Development (OECD), BPN and Resilience a student is classified as resilient if he or she is in the bottom quarter of the index of economic, social, and cultural status in the country/economy of assessment and performs in the top quarter of students among all countries/economies, after accounting for socioeconomic status (OECD, 2003, 2013, 2016)
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