Passion and resilience as important areas of family–school partnership

Research aims and problems. Understanding the relationship between passion and resilience may help identify protective factors for well-being and strengthen family–school partnerships. The main objective of the study was to determine the relationship between resilience and passion. The research questions were (1) How strong is the correlation between resilience and passion in its three dimensions (personal benefits, origin, and balance with life) among students? (2) To what extent do passion and its three dimensions account for variability in students’ resilience? (3) Does gender moderate the relationship between resilience and passion and its three dimensions? Research methods. A cross-sectional study of 579 students was conducted. The main outcome measures were the Self-Report Passion Inventory (SRPI) and the Brief Resilience Coping Scale (BRCS). Process of argumentation. The argument proceeds from an analysis of the theoretical framework (the Dualistic Model of Passion) to an examination of empirical data, and finally to conclusions regarding the importance of passion for students’ resilience. Research findings and their impact on the development of educational sciences. There were statistically significant positive correlations between the variables, but gender did not moderate these relationships. Stepwise regression analysis indicated that passion explained 56% of the variance in resilience. The results may be applied in the development of support programs for students at all education levels, including the earliest stages. Collaboration between teachers and parents in recognizing students’ passions from an early age may be an important factor in strengthening their interests. Conclusions and/or recommendations. As the study results show, cultivating students’ passionate activities could support their well-being and resilience. This approach could also strengthen partnerships between families and schools.