Resilience as a Mediating Factor Between Learning Motivation and Efficiency of Secondary Students
DOI:
https://doi.org/10.71204/bb3td682Keywords:
Learning Motivation, Psychological Toughness, Learning Efficiency, Mediating Effect, Middle School StudentsAbstract
This study investigated the mediating role of psychological resilience in the relationship between learning motivation and academic efficiency among 600 Chinese secondary school students (grades 7-11) using structural equation modeling. Results demonstrated that intrinsic motivation significantly enhanced learning efficiency through resilience (β = .32, p < .001), whereas extrinsic motivation indirectly suppressed efficiency via the same pathway (β = –.18, p < .01). These findings extend Self-Determination Theory by identifying resilience as a pivotal mechanism that transforms motivational quality into measurable academic outcomes. Practically, the study underscores the necessity of integrating resilience-building interventions—such as growth-mindset workshops and failure-reframing curricula—into existing motivation-focused pedagogical strategies. Despite its contributions, the cross-sectional design limits causal inferences, and the monocultural sample restricts generalizability. Future research should employ longitudinal designs and cross-cultural comparisons to validate these mechanisms and refine culturally responsive educational practices.
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