ArticleFrontiers in psychology2025
Psychological resources for academic buoyancy: the roles of growth mindset and emotional intelligence in Chinese university students.
Article in Frontiers in psychology, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers.
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6 citing papers in PubMed.
- Teaching for Well-Being: The Mediating Roles of Social-Emotional Competence and Academic Buoyancy.Behavioral sciences (Basel, Switzerland) · 2026Article
- Unveiling the resilience gap between vocational and general high school students in China: mediating effect of belongingness and moderating effect of school climate.BMC psychology · 2026Article
- From belief to identity: teacher resilience as a mediating mechanism between growth mindset and professional identity among EFL student teachers.Frontiers in psychology · 2026Article
- The moderating roles of a "growth mindset" and psychological flexibility on performance anxiety in violin learners.Frontiers in psychology · 2026Article
- College students' psychological resilience and daily recovery: a narrative review.Frontiers in psychology · 2026Review
- How does academic self-concept contribute to English language achievement in Chinese EFL college classes?Frontiers in psychology · 2026Article
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Abstract
Background/introduction: While psychological resources like growth mindset (belief in malleable abilities) and trait emotional intelligence (EI; self-perceived emotional capabilities) are individually important in higher education, their dynamic interplay with resilience (capacity to recover from adversity) in contributing to academic buoyancy (students' ability to navigate daily academic challenges) warrants further understanding, particularly within the demanding context of Chinese university undergraduates and the specific mediating mechanisms involved. Methods: This mixed-methods study employed a sequential explanatory design. The quantitative phase involved 381 undergraduates selected through stratified random sampling across several Chinese universities. Data were collected using established self-report instruments for growth mindset, trait EI, resilience, and academic buoyancy, and analyzed via structural equation modeling (SEM) to test a mediational model. The qualitative phase explored experiences of 20 purposefully selected students through reflective journals and a focus group, with data subjected to thematic analysis. Results: Quantitative findings revealed that both growth mindset and trait EI significantly predicted resilience, which, in turn, significantly and positively predicted academic buoyancy. Resilience fully mediated the pathways from both growth mindset and trait EI to academic buoyancy. Multi-group analysis indicated no statistically significant gender differences in these pathways. Qualitative data richly contextualized these findings, illustrating how students practically apply growth mindset and emotional regulation to navigate academic setbacks and highlighting the crucial role of social support. Discussion/conclusion: These findings underscore that interventions targeting growth mindset and EI may foster resilience to enhance academic buoyancy in higher education. The results highlight the importance of these psychological resources, especially within demanding academic contexts, and suggest that fostering resilience is a key mechanism for improving students' ability to manage routine academic stressors.
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