Cai Zimo, Meng Qian
College of Education, Bohai University, Jinzhou, China.
Front Psychol. 2025 Apr 30;16:1463643. doi: 10.3389/fpsyg.2025.1463643. eCollection 2025.
Student dropout and academic failure are serious problems faced by universities around the world. The academic development of university students is the joint result of external (teacher support) and internal factors (resilience). The goal of this study is an in-depth understanding of the association between university Students' academic resilience and academic performance.
All respondents were from a local Chinese public university. Two self-report scales with adequate reliability and validity were completed by 440 undergraduate students: the Connor-Davidson Resilience Scale (CD-RISC) and the Perceived Teacher Support Scale (PTSS).
The results of this study demonstrated that academic resilience and teacher support were positively and closely correlated with the academic performance of university students. Teacher support plays a mediating role in the nexus between academic resilience and academic performance.
The findings of this study shed light on the improvement of university students' academic performance and reducing the dropout rate from theoretically and practically. The study helps identify the key factors that contribute to students' academic success and improve their well-being. The results also provide evidence for university directors to design effective programs and take initiatives to increase retention rates and improve university students' success.
学生辍学和学业失败是世界各地大学面临的严重问题。大学生的学业发展是外部因素（教师支持）和内部因素（心理韧性）共同作用的结果。本研究的目的是深入了解大学生的学业心理韧性与学业成绩之间的关联。
所有受访者均来自一所中国地方公立大学。440名本科生完成了两个具有足够信效度的自陈量表：Connor-Davidson心理韧性量表（CD-RISC）和感知教师支持量表（PTSS）。
本研究结果表明，学业心理韧性和教师支持与大学生的学业成绩呈显著正相关。教师支持在学业心理韧性与学业成绩之间起中介作用。
本研究结果从理论和实践层面为提高大学生学业成绩及降低辍学率提供了启示。该研究有助于确定促成学生学业成功的关键因素并改善他们的幸福感。研究结果也为大学管理者设计有效方案并采取措施提高留校率和提升大学生成功率提供了依据。
