Rapid economic growth in Korean society has widened the social and educational gaps among children. This study examines the reciprocal relationship between academic resilience and emotional engagement and the effect of participation in Korea's Educational Welfare Priority Project from a longitudinal perspective. Elementary and middle schools were studied for three years (2015–2017), with 820 students involved in the first year, 911 in the second, and 837 in the third. The results show that academic resilience predicted emotional engagement at a later time point only for project participants, but emotional engagement did not predict academic resilience. This study reveals the importance of psychological resources, such as academic resilience, for disadvantaged students and has implications for educational welfare policies.

韩国社会的快速经济增长扩大了儿童之间的社会和教育差距。本研究从纵向角度考察了学术韧性和情感投入之间的相互关系以及参与韩国教育福利优先项目的效果。中小学学习了三年（2015-2017），第一年有820名学生参与，第二年有911人参与，第三年有837人参与。结果表明，学业弹性仅对项目参与者在以后的时间点预测情绪投入，但情绪投入并不能预测学业弹性​​。本研究揭示了心理资源（例如学业适应力）对弱势学生的重要性，并对教育福利政策产生影响。