We explored the relationship between the positive academic emotions of pride, happiness, hopefulness, satisfaction, calmness, and being relaxed, and the factors that influence psychological resilience, including family support, problem-solving ability, self-resilience, sense of purpose, social-communication ability, attitude toward adversity, and ability to mobilize resources. Participants were 763 sons and daughters (339 boys and 424 girls, aged 14-16 years) of rural-to-urban migrant workers in Beijing, China. Results of regression analysis with positive academic emotions as the dependent variable showed that psychological resilience contributed 14.80% (self-resilience, 12.50%; problem-solving ability, 1.60%; ability to mobilize one’s resources, 0.70%) to the total of 14.90% of the explained variance in positive academic emotions, and that the influence of sociodemographic variables (gender, age, school type, and family income level) on positive academic emotions was negligible. The results suggest that rural-to-urban migrant adolescents with higher levels of psychological resilience display more positive academic emotions. © 2017 Scientific Journal Publishers Limited. All Rights Reserved.

Rural-to-urban migrant adolescents Psychological resilience Self-resilience Academic emotions Positive academic emotions

male problem solving female China dependent variable regression analysis family income school migrant worker Happiness girl satisfaction psychological resilience human gender Adolescent human experiment Child