Enhancing academic resilience through mindfulness training: an experimental study with Chinese undergraduates and the mediating role of psychological flexibility

These findings offer theoretical support for process-based models of resilience and emotion regulation and provide practical insights into scalable, low-cost interventions for enhancing student well-being in higher education. In addition, the study highlights culturally grounded evidence from a Chinese higher education context, addressing the relative scarcity of experimental investigations on mindfulness and resilience in non-Western settings. Limitations include the reliance on self-reported data, the use of a single-institution sample, and the short intervention period, which may constrain generalizability and long-term inference. Nevertheless, the findings support the relevance of mindfulness-based training as a culturally adaptable and resource-efficient approach to strengthening academic resilience in university populations.