Associations between external learning contexts and college students' learning resilience through academic self-efficacy and perceived campus belonging.

In the digital age, university students' sustained academic engagement and strong learning resilience in the face of increasing academic pressure and complex campus challenges are essential to the attainment of substantial academic achievement. At present, how to enhance students' academic engagement and foster learning resilience has become a pressing issue for educational administrators. Although previous studies have examined multiple factors influencing academic engagement and resilience, they have largely emphasized the isolated effects of psychological traits on individual learning performance while overlooking the complex possibility that perceived external contexts, such as the learning environment, learning climate, and social relationships, may jointly shape learning resilience through psychological and emotional regulatory mechanisms. Therefore, this study focuses on the interaction among external contexts, internal affective drivers (academic self-efficacy and perceived campus belonging), and learning resilience. Using questionnaire survey data and structural equation modeling, this study examines the extent to which external contexts are associated with academic self-efficacy and perceived campus belonging, explores whether these internal affective drivers are statistically associated with learning resilience through mediating pathways, and constructs an "external context-affective drivers-learning resilience" model to identify potential explanatory pathways and provide evidence-based implications for educational management.