The Effect of Self-Compassion and Perceived Teacher Support Matching on the Daily Learning Motivational Resilience of Secondary School Students—Based on Polynomial Regression and Response Surface Analysis

According to the "Learning Motivation Resilience and Susceptibility Model", daily learning motivational resilience includes three dimensions: engagement/dissatisfaction, adaptive coping/nonadaptive coping, and re-engagement/abandonment. Personal resources an interpersonal resources have combined influence effects on daily learning motivational resilience.However, empirical research on the combined effects is lacking.This study conducted a questionnaire survey on 3150 secondary school students based on self-compassion and perceived teacher support as internal and external factors.Polynomial regression and response surface analysis were used to investigate the effects of self-compassion and perceived teacher support consistency (level matching) and inconsistency (level imbalance) on daily learning motivational resilience.The results show that: (1) Under the condition of consistency between the two, when the level of self-compassion and perceptual teacher support is high, the level of students' engagement is higher, adaptive strategies are more adopted, and the level of re-engagement is higher, that is, there is a synergistic effect.Conversely, the level of dissatisfaction is higher, non-adaptive responses are more adopted, and the level of abandonment is higher, that is, the deprivation effect is produced.(2) Under the inconsistency of the two, compared with low self-compassion and high perceived teacher support, when self-compassion is high and perceived teacher support is low, students' level of engagement is higher, adaptive coping is more adopted, and the level of re-engagement is higher.That is, when perceived teacher support is insufficient, self-compassion has a stronger compensatory effect.This study provides research evidence for routine learning motivational resilience interventions.