Xu Zhenguo, Du Wenxiu, Zhao Huaiyan, Liu Qing, Xie Wanli
Faculty of Education, Qufu Normal University, Qufu, China.
School of Communication, Qufu Normal University, Rizhao, China.
Front Psychol. 2025 Aug 15;16:1616452. doi: 10.3389/fpsyg.2025.1616452. eCollection 2025.
The digital intelligence era has put forward new requirements for cultivating innovative talent, and problem solving ability is one of the key abilities for the cultivation of innovative talents.
Using eye tracking technology, this study explored the impact of college students' psychological resilience on problem solving. A mixed experimental design (psychological resilience level × difficulty of questions) was employed, combining eye movement data, emotion observation record sheet, and retrospective oral reports. The differences in problem solving strategies of 24 college students in C programming were analyzed from multiple perspectives.
The study found that: (1) Eye movement behavior: Students with high psychological resilience exhibited longer total fixation duration, more regression counts, and greater pupil diameter changes during complex tasks. They showed comprehensive coverage and logical exploration of the stem and option areas, optimizing cognitive resource allocation through in-depth information processing. In contrast, students with low psychological resilience demonstrated shorter total fixation duration, fewer regression counts, and smaller pupil diameter changes, exhibiting "cognitive narrowing" and disordered exploration. (2) Problem solving strategies: Students with high psychological resilience employed strategies such as "segmental disassembly" and "secondary validation," while students with low psychological resilience tended to use "random trial and error" or abandoned the task. (3) Emotion management: Students with high psychological resilience were emotionally stable, while students with low psychological resilience were prone to abandoning the task due to anxiety.
This study offers a new perspective for exploring the impact of psychological resilience of college students on problem solving and provides scientific and practical guidance for enhancing college students' problem solving abilities.
数字智能时代对创新人才的培养提出了新要求，解决问题的能力是创新人才培养的关键能力之一。
本研究运用眼动追踪技术，探讨大学生心理韧性对解决问题的影响。采用混合实验设计（心理韧性水平×问题难度），结合眼动数据、情绪观察记录表和回顾性口头报告。从多个角度分析了24名大学生在C语言编程中解决问题策略的差异。
研究发现：（1）眼动行为：心理韧性高的学生在复杂任务中总注视时长更长、回视次数更多、瞳孔直径变化更大。他们对题干和选项区域进行全面覆盖和逻辑探索，通过深入信息处理优化认知资源分配。相比之下，心理韧性低的学生总注视时长较短、回视次数较少、瞳孔直径变化较小，表现出“认知狭窄”和探索无序。（2）解决问题策略：心理韧性高的学生采用“分段拆解”和“二次验证”等策略，而心理韧性低的学生倾向于使用“随机试错”或放弃任务。（3）情绪管理：心理韧性高的学生情绪稳定，而心理韧性低的学生容易因焦虑而放弃任务。
本研究为探索大学生心理韧性对解决问题的影响提供了新视角，为提高大学生解决问题的能力提供了科学实用的指导。
