Abstract
This study investigates the mediating role of resilience in the relationship between learning motivation and learning efficiency among junior high school students at Jinshan Central School in Gaozhou City, Guangdong Province. Grounded in Self-Determination Theory and Bandura’s Social Cognitive Theory, the research explores how intrinsic and extrinsic motivation and personal and academic resilience influence students’ ability to learn efficiently. Employing a quantitative, correlational, and mediation analysis design, data were gathered from 200 students using validated instruments, including the Learning Process Questionnaire (LPQ), Academic Motivation Scale (AMS), Nicholson McBride Resilience Questionnaire (NMRQ), and the Academic Resilience Scale (ARS-30). Findings revealed that intrinsic motivation and personal resilience are significant predictors of learning efficiency, while extrinsic motivation and academic resilience showed moderate associations but were not individually predictive. Mediation analysis further demonstrated that individual and academic resilience significantly mediate the relationship between motivation (intrinsic and extrinsic) and learning efficiency. These results underscore the importance of fostering motivational drivers and resilience skills in students to enhance academic performance. The study culminates in developing a Supportive Classroom Environment Model that integrates emotional support, instructional scaffolding, and motivational strategies. Recommendations include implementing resilience training, promoting autonomy-supportive teaching practices, and designing school policies that cultivate intrinsic motivation and psychological adaptability. This work contributes to a deeper understanding of the psychological dynamics shaping student learning and offers practical frameworks to improve educational outcomes in diverse learning contexts.
