ArticleFrontiers in psychology2025
Intrapersonal strengths and interpersonal support: predicting academic buoyancy through psychological capital and growth mindset.
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 2 papers.
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2 citing papers in PubMed.
- Prevalence and determinants of academic burnout among undergraduates in a traditional Chinese medicine university: a cross-sectional study.Frontiers in psychology · 2026Article
- How does academic self-concept contribute to English language achievement in Chinese EFL college classes?Frontiers in psychology · 2026Article
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Abstract
Introduction: This mixed-methods study, situated within the framework of personality and social psychology, examines the interplay of psychological capital, social support, and growth mindset in predicting academic buoyancy among undergraduate English majors across three universities in mainland China. Methods: In the quantitative phase, established instruments were utilized to assess direct and mediated relationships among 516 undergraduate English majors, analyzed via structural equation modeling. The qualitative phase involved semi-structured interviews with 18 students to offer richer insights into these dynamics, analyzed using thematic analysis. Results: The quantitative analysis revealed that psychological capital and social support significantly and directly predict academic buoyancy (β = 0.413 and β = 0.341, respectively, Discussion: Student narratives provided vivid accounts of overcoming academic obstacles, illustrating the mechanisms by which psychological capital and social support enhance adaptive beliefs and academic buoyancy. The findings underscore the importance of interventions designed to strengthen psychological capital, cultivate growth mindsets, and enhance social support networks within educational contexts.
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