ArticleFrontiers in psychology2025
The influence of college students' psychological resilience on problem solving: based on eye tracking technology.
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 4 papers.
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Who cites it
4 citing papers in PubMed.
- A cross-modal framework for evaluating the mental health benefits of urban and natural landscapes in sustainable cities: an empirical study based on undergraduate students.BMC psychology · 2026Article
- An eye-tracking study on the effect of teacher image in Chinese teaching short videos.Frontiers in psychology · 2026Article
- School climate and creativity as predictors of psychological resilience among college students.Frontiers in psychiatry · 2025Article
- The mediating role of psychological resilience in the relationship between deep learning approach and mathematical creativity: integrating structural equation model and network analysis.Frontiers in psychology · 2025Article
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5 authors.
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Abstract
Introduction: 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. Methods: 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. Results: 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. Discussion: 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.
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