ABSTRACT Framed by relationships motivation theory, this study examined students’ interpersonal relationships with instructors and peers as potential sources of support that would inspire academic resilience and hope in the face of an academic challenge. Participants (N = 213) reported on a specific academic challenge they had experienced within the first 10 weeks of class, and reported on instructor rapport, classroom connectedness, academic resilience, and hope. Results revealed that when both instructor and peer relationships were considered together, only peer connectedness was significantly and positively associated with academic resilience and student hope when faced with an academic challenge.

中文翻译：

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课堂关系作为学术韧性和希望之源的作用

摘要 本研究以人际关系动机理论为框架，考察了学生与教师和同伴的人际关系，将其作为潜在的支持来源，在面临学术挑战时激发学术韧性和希望。参与者 (N = 213) 报告了他们在上课的前 10 周内经历的特定学术挑战，并报告了教师的融洽关系、课堂联系、学术弹性和希望。结果表明，当同时考虑教师和同伴关系时，只有同伴联系与面临学术挑战时的学业弹性和学生希望显着正相关。