Goal Orientation and Teacher Interactions as Predictors of Academic Resilience

Previous studies highlighted that academic resilience is an important resource for elementary pupils to survive and grow as they navigate their academic life in its later stages. Moreover, previous claims and theories postulate that there are dependent variables that can influence academic resilience. As such, the study attempts to determine the significant influence of goal orientation and teacher interaction on elementary pupils’ academic resilience. This study employs a quantitative descriptive-correlational design and utilizes stratified random sampling to select 300 elementary students from public schools in a municipality within Davao del Norte. The sample size was calculated using the Raosoft sample size calculator to ensure representativeness and statistical reliability. Results revealed that the level of the dependent variable, goal orientation, is high. Meanwhile, the other dependent variable, teacher interaction, is perceived to be moderate. Moreover, the level of the independent variable, academic resilience, is high. Results on the significant relationship revealed that goal orientation has a moderate positive correlation with academic resilience, while teacher interaction has a low positive correlation. Lastly, tests on significant influence disclosed that goal orientation alone and the combination of goal orientation and teacher interaction can significantly influence learners’ academic resilience.