Shaoshuai Liang, Qian Peng, Yiwen Zhang, Meiru Xu
Shandong College of Traditional Chinese Medicine, Yantai, Shandong, China.
Front Psychol. 2025 Jul 22;16:1619509. doi: 10.3389/fpsyg.2025.1619509. eCollection 2025.
Students with high IQs often underperform in practice-oriented fields like Traditional Chinese Medicine (TCM) because they lack the emotional regulation, stress management, and interpersonal skills needed to realize their academic potential. Recent research underscores the critical role of psychosocial competencies-emotional quotient (EQ), adversity quotient (AQ), and psychological resilience (PR)-in bridging cognitive potential and real-world academic success. Furthermore, the interplay between EQ, AQ, PR, and parent-student relationships, an underexplored dimension in higher education, may serve as a stabilizing force against academic stressors.
The study involved 428 Traditional Chinese Medicine (TCM) students who underwent comprehensive evaluations to assess EQ, AQ, PR, parent-student relationships, and academic engagement. Structural equation modeling (SEM) via SmartPLS analyzed causal pathways, while the VIKOR-AHP method addressed MCDM by (1) weighting criteria via AHP and (2) ranking interventions via VIKOR's compromise-ranking, ensuring practical solutions amid real-world constraints.
This study examined the impact of EQ, AQ, PR, and parent-student relationships on the academic engagement of TCM students. The results indicated that engagement was directly influenced by EQ, while it was indirectly enhanced through improved PR and AQ. During academic challenges, parental-student relationships emerged as a significant moderator. EQ and AQ were identified as the most critical factors in promoting academic engagement. To ensure robustness, a sensitivity analysis was performed to assess how variations in experts' weights influenced the outcomes, thereby validating the stability and reliability of the results under uncertainty.
This study, grounded in Csikszentmihalyi's flow theory, proposes specific strategies to enhance academic engagement. While students often possess adequate cognitive abilities, they require improved emotional regulation and stress management skills to convert potential into achievement. Educational institutions should integrate emotional quotient training with traditional cognitive curricula, alongside resilience-building programs and efforts to foster parent-student collaboration. These non-cognitive approaches not only improve academic performance but also promote personal adaptability. The findings advocate for comprehensive educational frameworks that combine cognitive and psychosocial development to optimize student engagement.
智商高的学生在诸如中医等注重实践的领域往往表现不佳，因为他们缺乏实现其学术潜力所需的情绪调节、压力管理和人际交往能力。最近的研究强调了心理社会能力——情商（EQ）、逆商（AQ）和心理韧性（PR）——在弥合认知潜力与现实世界学术成功之间的关键作用。此外，情商、逆商、心理韧性与亲子关系之间的相互作用，这在高等教育中是一个未被充分探索的维度，可能成为抵御学术压力源的稳定力量。
该研究涉及428名中医学生，他们接受了全面评估，以评估情商、逆商、心理韧性、亲子关系和学业参与度。通过SmartPLS进行的结构方程建模（SEM）分析了因果路径，而VIKOR-AHP方法通过（1）通过层次分析法（AHP）对标准进行加权，以及（2）通过VIKOR的折衷排序对干预措施进行排名来解决多准则决策问题（MCDM），确保在现实世界的限制下提供切实可行的解决方案。
本研究考察了情商、逆商、心理韧性和亲子关系对中医学生学业参与度的影响。结果表明，学业参与度直接受到情商的影响，同时通过提高心理韧性和逆商而间接增强。在学术挑战期间，亲子关系成为一个重要的调节因素。情商和逆商被确定为促进学业参与度的最关键因素。为确保稳健性，进行了敏感性分析，以评估专家权重的变化如何影响结果，从而验证在不确定性下结果的稳定性和可靠性。
本研究基于契克森米哈赖的心流理论，提出了提高学业参与度的具体策略。虽然学生通常具备足够的认知能力，但他们需要提高情绪调节和压力管理技能，以将潜力转化为成就。教育机构应将情商训练与传统认知课程相结合，同时开展韧性培养计划，并努力促进亲子合作。这些非认知方法不仅能提高学业成绩，还能促进个人适应能力。研究结果倡导综合教育框架，将认知和心理社会发展相结合，以优化学生参与度。
