Impact of school support on cognitive engagement strategies in crisis contexts: dual pathways of academic motivation and psychological resilience.

ngagement Strategies pathway (β = 0.224, p < 0.001); Hypothesis H5 demonstrated robust support, revealing the strongest direct effect where Psychological Resilience significantly enhanced Cognitive Engagement Strategies (β = 0.366, p < 0.001); Finally, Hypothesis H6 was partially supported, showing marginally significant positive influence of Psychological Resilience on Academic Motivation (β = 0.149, p < 0.05).

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This borderline significant finding aligns conceptually with the Broaden-and-Build Theory ( Fredrickson, 2001 ), which posits that psychological resilience—through the cultivation of positive emotional states—expands cognitive-behavioral repertoires and constructs enduring personal resources, including enhanced academic motivation.

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