Factors Associated with Perceived Teacher-Related Change in Academic Resilience: Classroom Motivational Climate, Subjective Resilience, and Success Expectancies

Abstract

Research on academic resilience has often focused on students’ personal resources, but less attention has been paid to those classroom conditions that may help students cope with academic setbacks. This study examined the extent to which students’ perceptions of a learning-oriented classroom motivational climate (CMC) were associated with perceived teacher-related change in academic resilience after accounting for subjective resilience and success expectancies. A total of 749 students attending a school in France in secondary, upper-secondary, and vocational education completed measures of academic resilience, CMC, success expectancies, and perceived change in resilience attributed to their teacher’s work. Using cross-sectional data, a path analysis with latent variables (PALVs), followed by cross-validation, supported the proposed model. CMC showed the strongest direct association with perceived change in academic resilience, whereas subjective resilience showed only a small association and success expectancies were not directly associated with perceived change. However, success expectancies were related to students’ perceptions of CMC and have a small indirect effect on perceived change in resilience. These results contribute to research on classroom motivational climate by identifying an association between CMC and students’ perceived teacher-related change in academic resilience after accounting for subjective resilience and success expectancies.