An Analysis of the Mechanisms Underlying the Impact of Teacher Support on the Development of Psychological Resilience in Adolescents

Abstract

Adolescence represents a critical developmental stage characterized by rapid physiological, psychological, and social changes, and constitutes a key period for the formation of adaptive capacities. The level of psychological resilience directly influences adolescents’ ability to cope effectively with adversity and setbacks. As the most primary and stable source of support within the school context, teacher support—encompassing emotional, instrumental, and informational dimensions—plays a significant protective role in the development of psychological resilience. Grounded in social support theory, self-determination theory, and ecological systems theory, this study systematically examines the underlying mechanisms through which teacher support influences adolescents’ psychological resilience, including internal mediating processes, external environmental pathways, and moderating variables. The findings indicate that teacher support enhances psychological resilience by strengthening internal resources such as self-esteem, self-efficacy, and positive emotions. It also exerts protective effects through external pathways, including the optimization of classroom climate, the promotion of peer support, and the mitigation of risks associated with adverse family conditions. Furthermore, these effects are moderated by factors such as gender, age, personality traits, and the degree of support matching. Based on educational practices in school settings, this study proposes targeted recommendations, providing both theoretical implications and practical pathways for promoting adolescent mental health and fostering psychological resilience.