Building resilient learners: understanding the role of core self-evaluation, academic self-efficacy and interpersonal relationships among students

Purpose This study aims to explore the factors that promote resilience among higher-education students, with a focus on core self-evaluations, academic self-efficacy and interpersonal relationships. This study seeks to address a gap in the literature on resilience development within the Chinese higher education framework, specifically at H University in Wuhan, China. Design/methodology/approach A quantitative research methodology in which data from 443 university students were collected was employed. Partial least squares structural equation modeling (PLS-SEM) was used to analyze the data and test the relationships between academic self-efficacy, core self-evaluation, interpersonal relationships and resilience. Findings The empirical results show that academic self-efficacy (ß = 0.468, t = 9.803, p < 0.000), core self-evaluation (ß = 0.259, t = 7.352, p < 0.000) and interpersonal relationships (ß = 0.275, t = 5.939, p < 0.000) all significantly predict resilient learners. These findings indicate that personal beliefs and social interactions are critical in fostering resilience in academic settings. Research limitations/implications This study was conducted at a single university, which may limit the generalizability of the findings to other regions or countries. Further research could examine resilience in different educational contexts and explore additional factors that influence resilience. Practical implications This study provides valuable insights for educators and university administrators seeking to increase student resilience. Implementing programs or workshops that promote these factors may improve both students’ academic performance and their psychological well-being. Originality/value This research contributes to the existing body of knowledge on resilience in higher education by focusing on the Chinese context, an area underexplored in resilience research.