Dynamics of Motivational Resilience: The Complex Relationship Between Parental and Teacher Support, and Students' Academic Coping and Reengagement

Students frequently encounter challenges in their academic journeys, particularly in low- and middleincome countries (LMICs), where inadequate educational systems have led to increased disinterest in learning. However, research from HICs indicates that motivational resilience can help mitigate the negative impacts on student learning but the mechanism of effect has not been tested in LMICs. This study aims to synthesize existing literature and identify gaps for future research concerning the complex relationships between parental and teacher emotional support, students' academic coping mechanisms, and their re-engagement in learning. Using self-determination theory (SOT) as a framework, the study focuses on the psychological needs of relatedness, autonomy, and competence. Employing a quantitative approach, and descriptive-correlational quantitative design, we explore the mediating role of academic resilience in the relationship between parental academic support and students' academic progress. This research seeks to answer three key questions: (1) How do parental and teacher emotional support influence students' re-engagement through the lenses of relatedness, autonomy, and competence? (2) To what extent does academic coping mediate the relationship between students' re-engagement and emotional support? (3) What are the reciprocal effects of students' re-engagement on the emotional support they receive from parents and teachers? Ultimately, this study aims to provide valuable insights into how supportive environments and effective coping strategies can enhance student re-engagement, thereby contributing to the literature on academic motivation and performance.