Frontiers in Psychology, Год журнала: 2025, Номер 16
Опубликована: Июнь 5, 2025
Background/introduction While psychological resources like growth mindset (belief in malleable abilities) and trait emotional intelligence (EI; self-perceived capabilities) are individually important higher education, their dynamic interplay with resilience (capacity to recover from adversity) contributing academic buoyancy (students’ ability navigate daily challenges) warrants further understanding, particularly within the demanding context of Chinese university undergraduates specific mediating mechanisms involved. Methods This mixed-methods study employed a sequential explanatory design. The quantitative phase involved 381 selected through stratified random sampling across several universities. Data were collected using established self-report instruments for mindset, EI, resilience, buoyancy, analyzed via structural equation modeling (SEM) test mediational model. qualitative explored experiences 20 purposefully students reflective journals focus group, data subjected thematic analysis. Results Quantitative findings revealed that both EI significantly predicted which, turn, positively buoyancy. Resilience fully mediated pathways Multi-group analysis indicated no statistically significant gender differences these pathways. Qualitative richly contextualized findings, illustrating how practically apply regulation setbacks highlighting crucial role social support. Discussion/conclusion These underscore interventions targeting may foster enhance education. results highlight importance resources, especially contexts, suggest fostering is key mechanism improving students’ manage routine stressors.
Язык: Английский