This study investigated the Performance-Based Assessment (PBA) impact on academic resilience (AR), motivation, teacher support (TS), and personal best goals (PBGs) in different learning environments, specifically online classes and traditional physical classrooms. The research involved 84 participants divided into experimental (online classes, N = 41), and control (physical classes, N = 43) groups. Questionnaires were administered before and after the treatment to assess the participants’ AR, motivation, TS, and PBGs. The data were analyzed using Chi-square tests, revealing significant differences in AR, motivation, and PBGs between the two groups after the treatment. Online classes were found to enhance AR, motivation, PBGs, and acknowledgment of TS compared to the physical environment. These results suggest that PBA can have a positive impact on students’ psychosocial variables and shed light on the potential benefits of online learning environments. The implications of the study are discussed, and suggestions for further research are provided.

本研究调查了不同学习环境（特别是在线课程和传统实体教室）中基于绩效的评估（PBA）对学业弹性（AR）、动机、教师支持（TS）和个人最佳目标（PBG）的影响。该研究涉及 84 名参与者，分为实验组（在线课程，N = 41）和控制组（物理课程，N = 43）。在治疗前后进行问卷调查，以评估参与者的 AR、动机、TS 和 PBG。使用卡方检验对数据进行分析，显示治疗后两组之间的 AR、动机和 PBG 存在显着差异。研究发现，与实体环境相比，在线课程可以增强 AR、动机、PBG 和对 TS 的认可。这些结果表明，PBA 可以对学生的心理社会变量产生积极影响，并揭示在线学习环境的潜在好处。讨论了该研究的意义，并提供了进一步研究的建议。