Student‐faculty interaction and students’ psychological well‐being: The mediating role of resilience

Abstract

Despite the growing interest in identifying psychological strengths that contribute to students’ psychological well‐being, the underlying mechanisms that students deploy specifically during college remain poorly understood. To address this gap, we conducted a cross-sectional survey to investigate the mediating role of resilience in the relationship between student‐faculty interaction and psychological well‐being among college students. Participants comprised 224 Chinese college students who completed self-report questionnaires. The results obtained from structural equation modelling indicated that resilience partially mediated the association between student‐faculty interaction and college students’ psychological well‐being. These findings contribute to understanding of the potential mechanism underlying the link between student‐faculty interaction and the psychological well‐being of college students, and provide new insight into potential strategies for strengthening these capabilities.