The study examined the stage-based effects of resilience in 422 multilingual medical students at an international medical school between May and September 2024 according to the Student Demands and Resources (SDR) theory. They used hierarchical multiple regression to model academic engagement (UWES-9S) as a function of psychological resilience (BRS), Arabic language proficiency, stage of clinical training, previous residency, and social support (DSSI). The main effects model explained 52.8% of the variance in engagement (R² = 0.528), with resilience (β = 0.418, f² = 0.370), gender (β = −0.410, f² = 0.356), and Arabic proficiency (β = 0.370, f² = 0.267) the largest effects. The association of resilience and engagement was stronger for clinical students than for preclinical students (β: 0.630 vs. 0.291; interaction β = 0.339, p < 0.001, f² = 0.129). Female students had lower overall engagement, especially in specific dimensions, while social support had small positive associations. A sensitivity analysis without prior residence confirmed similar results (R² = 0.525). The cross-sectional design does not support causal inferences.