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i Abstract In recent years students’ academic engagement has gained increasing favor as a necessary component of authentic learning experiences. However, less research has focused on what students do when they run into everyday problems in school that allows them to return (or not) to a state of ongoing engagement. Expanding on theseIn recent years students’ academic engagement has gained increasing favor as a necessary component of authentic learning experiences. However, less research has focused on what students do when they run into everyday problems in school that allows them to return (or not) to a state of ongoing engagement. Expanding on these ideas, this project explores students’ motivational resilience in school, that is, the dynamic interactions among their ongoing engagement, emotional reactivity, academic coping, and re-engagement after encounters with difficulties and setbacks in school. Grounded in an established motivational model based on Deci & Ryan’s (1985) selfdetermination theory, and building on earlier studies suggesting that these components of motivational resilience form self-reinforcing internal dynamics (Skinner, Pitzer, & Steele, 2015), this project comprises two free-standing manuscripts that examined key components of this process. Study 1 explored the external dynamics of motivational resilience within a single school year to identify the extent to which outside forces (e.g., students’ experiences of teacher support and self-system processes) can shape students’ motivational systems which tend to be self-sustaining. The study used data from 1020 3 through 6 grade students to examine feedforward and feedback effects between students’ composite motivational resilience and a set of hypothesized antecedents and consequences, and also investigated whether teacher support can shift established motivational patterns.

Exploring the Developmental Dynamics of Motivational Resilience Over the Transition to Middle School