Explaining a Multilevel Model of Students’ Academic Resilience in Schools with Emphasis on Emotional Self-Regulation, Teacher Support, and Family Psychological Capital
Keywords:
Academic resilience, emotional self-regulation, teacher support, family psychological capital, schools, qualitative research, studentsAbstract
This study aimed to explain a multilevel model of students’ academic resilience in schools in Tehran, with a particular focus on emotional self-regulation, teacher support, and family psychological capital. This qualitative study was conducted using thematic analysis. The participants consisted of 24 students, teachers, and parents from secondary schools in Tehran, selected through purposive sampling with maximum variation. Data were collected exclusively through semi-structured interviews. Sampling continued until theoretical saturation was reached; saturation occurred at the twenty-first interview, and three additional interviews were conducted to confirm conceptual adequacy. All interviews were conducted after obtaining informed consent, audio-recorded, transcribed verbatim, and analyzed using NVivo software. Trustworthiness was enhanced through member checking, peer review, recoding, prolonged engagement with the data, and maintaining an audit trail. Data analysis led to the identification of five main categories: “emotional self-regulation as the intrapersonal core of resilience,” “teacher support as a relational and instructional buffer,” “family psychological capital as a source of hope, efficacy, and optimism,” “school-family alignment in managing academic pressure,” and “the process of recovery from academic failure and persistence.” The findings indicated that academic resilience is not merely an individual trait but emerges through dynamic interactions among students’ emotion regulation capacities, teacher-student relational quality, and the psychological resources embedded in the family context. The findings suggest that students’ academic resilience should be understood through a multilevel model. School-based interventions are likely to be more effective when they simultaneously target emotional self-regulation skills, teacher support, and family psychological capital.
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