Supporting students where they feel most vulnerableLobo, Joseph (Avtor) Celso, Rafael T. (Avtor) Tanucan, Jem Cloyd M. (Avtor) Wider, Walton (Avtor) Setiawan, Edi (Avtor) Prevandos, Francisco Gabriel (Avtor) Tagare Jr., Ruben L. (Avtor) sportacademic resilienceeducational environmentphysical educationstudent engagementstudent outcomessupportive learning communityThis study investigated how perceived instructor’s emotional support correlates with academic resilience among 693 university students in physical education courses at a state university. Using multiple regression analysis, the study found that perceived emotional support from instructors significantly predicted academic resilience. In this, students who perceived greater emotional support exhibited higher persistence in their academic pursuits. Additionally, positive school climate, instructor’s sensitivity, and regard for adult perspective were identified as significant predictors contributing to academic resilience. Aligned with Resilience and Self-Determination Theory, these findings underscored the pivotal role of supportive educational environments and instructor practices in fostering students’ adaptive responses to academic challenges. A nurturing school climate fosters motivation, reduced stress, and enhanced student engagement, promoting a sense of community crucial for academic success. Instructor’s sensitivity and regard to adult perspective empowers students to seek help effectively, thereby enhancing resilience in academic settings. Although providing valuable insights, the study’s applicability is limited to the specific university context studied. Future research should replicate these findings across diverse student populations and investigate the influence of socioeconomic factors on resilience. Such efforts will advance global discussions on effective educational practices that support student resilience, informing policies and interventions aimed at promoting student success and well-being on a broader scale.20252026-03-11 09:01:08Članek v reviji180547slPodatek o licenci CC BY-SA 4.0 je naveden na pristajalni strani članka (glej zgoraj izvorni URL). (Datum opombe: 23. 3. 2026)