Many subareas share a common interest in students’ motivational resilience, defined broadly as patterns of action that allow students to constructively deal with, overcome, recover, and learn from encounters with academic obstacles and failures. However, research in each of these areas often progresses in relative isolation, and studies rarely utilize developmental or social-contextual approaches. As a result, we do not yet have a clear understanding of how to help children and adolescents develop a rich and flexible repertoire of tools to deal productively with everyday academic challenges and difficulties. In this article, we knit together these disparate areas of work to create an integrated developmental and social-contextual framework that can guide the future study of these processes. First, we summarize nine areas of work that focus on students’ actions on the ground when they encounter academic difficulties: academic resilience, mastery versus helplessness, engagement and re-engagement, academic coping, self-regulated learning, adaptive help seeking, emotion regulation, and buoyancy as well as tenacity, perseverance, and productive persistence. In each area, we highlight work that is explicitly developmental and that depicts key social-contextual factors that shape motivational resilience. Second, we sketch an overarching social-contextual and developmental framework that holds a place for each of these processes. Third, we identify multiple areas where cross-fertilization among researchers can contribute to improved educational practice and study of the development of motivational resilience. An overarching goal of this article (and the special section more generally) is to take first steps toward “field building” on this crucial topic.

中文翻译：

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“我被击倒，但我又重新起床”：研究学校动机弹性发展的综合框架

许多分区对学生的动机韧性具有共同的兴趣，广泛地将其定义为一种行为模式，使学生能够建设性地应对，克服，恢复并从遇到的学术障碍和失败中学习。但是，在这些领域中的每个领域的研究通常都是相对孤立地进行的，并且研​​究很少使用发展性或社会背景的方法。结果，我们对于如何帮助儿童和青少年开发丰富而灵活的工具库，以有效地应对日常的学术挑战和困难，尚无清晰的了解。在本文中，我们将这些不同的工作领域结合在一起，以创建一个集成的发展和社会语境框架，从而可以指导这些过程的未来研究。第一，我们总结了九个工作领域，这些领域着重于学生在遇到学术困难时的实际行动：学术适应力，精通与无助，互动和重新参与，学术应对，自我调节学习，适应性寻求帮助，情绪调节和浮力以及坚韧，毅力和生产性持久性。在每个领域中，我们着重强调明显具有发展性的工作，这些工作描述了塑造激励弹性的关键社会背景因素。其次，我们勾勒出一个总体的社会语境和发展框架，为每个过程都占有一席之地。第三，我们确定了多个领域，在这些领域中，研究人员之间的相互交流可有助于改善教育实践并研究动机弹性的发展。