ORIGINAL RESEARCH article
Front. Psychol.
Sec. Educational Psychology
Volume 16 - 2025 | doi: 10.3389/fpsyg.2025.1463643
This article is part of the Research TopicPositive Higher Education: Empowering Students through Learning and WellbeingView all 14 articles
Academic Resilience and Academic Performance of University Students: The Mediating Role of Teacher Support
Provisionally accepted
Qian Meng*
Zimo Cai- Bohai University, Jinzhou, China
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Student dropout and academic failure are serious problems faced by universities around the world. The academic development of university students is the joint result of external (teacher support) and internal factors (resilience). The goal of this study is an in-depth understanding of the association between university students’ academic resilience and academic performance. The effect of academic resilience on academic performance was piloted by testing teacher support as a potential mediating variable. Two self-report scales with adequate reliability and validity were completed by 440 undergraduate students: the Connor-Davidson Resilience Scale (CD-RISC) and the Perceived Teacher Support Scale (PTSS). All respondents were from a local Chinese public university. The results of this study demonstrated that academic resilience and teacher support were positively and closely correlated with the academic performance of university students. Teacher support plays a mediating role in the nexus between academic resilience and academic performance. The findings of this study shed light on the improvement of university students’ academic performance and reducing the dropout rate from theoretically and practically.
Keywords: Academic resilience, teacher support, academic performance, Correlation analysis, Mediation analysis
Received: 12 Jul 2024; Accepted: 14 Apr 2025.
Copyright: © 2025 Meng and Cai. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Qian Meng, Bohai University, Jinzhou, China
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