ABSTRACT
Framed by relationships motivation theory, this study examined students’ interpersonal relationships with instructors and peers as potential sources of support that would inspire academic resilience and hope in the face of an academic challenge. Participants (N = 213) reported on a specific academic challenge they had experienced within the first 10 weeks of class, and reported on instructor rapport, classroom connectedness, academic resilience, and hope. Results revealed that when both instructor and peer relationships were considered together, only peer connectedness was significantly and positively associated with academic resilience and student hope when faced with an academic challenge.
Disclosure statement
No potential conflict of interest was reported by the authors.
Additional information
Notes on contributors
Brandi N. Frisby
Brandi N. Frisby (PhD, West Virginia University, 2010) is an Associate Professor in the School of Information Science at the University of Kentucky.
Angela M. Hosek
Angela M. Hosek (Ph.D., University of Nebraska-Lincoln, 2010) is an Associate Professor in the School of Communication Studies at Ohio University.
Anna Carrie Beck
Anna Carrie Beck (PhD, University of Kentucky, 2019) is an Instructor in the Humanities and Fine Arts Division at Coastal Carolina Community College.