The Resilience-Support Paradox: Multilevel Analysis of Differentiated Support for Academic Resilience
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This study challenges the universal assumption that a supportive school climate is the key to academic resilience for disadvantaged students. Using a methodologically rigorous analysis of PISA 2022 data (N = 29,728), we uncover a 'Resilience-Support Paradox': in many education systems, resilient students report lower levels of perceived school support than their struggling peers. Our findings reveal that the most powerful predictor of resilience is not external support, but a student’s internal Math Disposition: a combination of self-efficacy, interest, and low anxiety. These results suggest that one-size-fits-all support systems may be ineffective or even counterproductive. We argue for a paradigm shift toward differentiated interventions that cultivate students' internal psychological assets, a goal uniquely achievable through the design of modern adaptive educational technologies.
