Mediating Role of Psychological Resilience in the Relationship between Instruction Quality and Students’ Enthusiasm for Education

The present study was accomplished with the aim of investigating the mediating role of psychological resilience in the relationship between instruction quality and students’ enthusiasm for education. The method of study was descriptive-correlational. Population of the study consisted of teachers and students of female high schools in the east of Guilan totaling to 8049 individuals (7663 students and 386 teachers). Out of the population, 377 students were selected via simple random sampling. Also, 193 teachers were recruited by using Cochran’s formula via simple random sampling. To gather the data, standardized questionnaires of educational enthusiasm (Fredricks eta l., 2002), psychological resilience (Conner & Davidson, 2003), instruction quality (kriakds et al., 2000) were employed. Validity of the instruments was confirmed by experts and their reliabilities were checked through Cronbach’s alpha. To analyze the data, structural equation modeling with Lisrel was utilized. The quantitative findings indicated that there is a significant and positive relationship between instruction quality, psychological resilience and students’ enthusiasm. Psychological resilience and enthusiasm, too, demonstrated a significant and positive association. In addition, Psychological resilience showed a mediating role between students’ enthusiasm and instruction quality.