The global educational crisis poses persistent challenges to students' deep learning. To uncover the intrinsic mechanisms of post-crisis learning recovery, this study integrates Self-Determination Theory and Social Cognitive Theory to construct a dual-pathway model moderated by psychological resilience (PR). The model examines how academic motivation (AM) and perceived school support (PSS) jointly influence cognitive engagement strategies (CES), with a focus on the moderating role of PR in this process. Using high-quality cross-national data from the Programme for International Student Assessment (PISA) 2022, and employing structural equation modeling with latent moderated structural equations, the findings reveal that: (1) AM not only directly and positively predicts CES but also indirectly promotes it by enhancing PSS; (2) PR plays a significant positive moderating role in all three paths—"AM → CES", "AM → PSS", and "PSS → CES"—functioning as a "personal resource amplifier" that strengthens the translation efficiency of motivation and support into cognitive engagement; (3) the moderating effects of national development level (OECD membership) and gender are non-significant, indicating the mechanism's cross-group generalizability. Theoretically, this study deepens the understanding of the educational function of PR, advancing the conceptualization of resilience from a "stress buffer" to a "process moderator." Practically, it suggests that educational interventions should shift toward "resilience-sensitive" differentiated support, integrating resilience cultivation deeply into pedagogy and school culture to build a more transformative and resilient educational ecosystem.