Article Highlights
- Student–faculty interaction was found to be positively related to college students’ psychological well-being.
- Student–faculty interaction was found to be positively related to college students’ resilience.
- Resilience was found to be positively related to college students’ psychological well-being.
- Resilience mediated the relationship between student–faculty interaction and psychological well-being.
Recent developments in China have led to growing concern regarding mental health, specifically among college students (Fu et al., 2023). A comprehensive survey conducted with a sample of approximately 80,000 Chinese college students revealed that 21.48% were at significant risk of depression, while 45.28% were susceptible to anxiety (Fang et al., 2023). These mental health challenges have emerged as significant obstacles to academic achievement (Breslau et al., 2008) and have enduring implications for college students’ professional (Burnett-Zeigler et al., 2013) and social (Kessler et al., 1998) prospects. In an effort to enhance students’ psychological well-being, higher education institutions have implemented initiatives to expand mental health services. However, despite these efforts, college students encounter various systemic and personal barriers that prevent them from seeking support, such as financial constraints, limited awareness of available resources, and social stigma (Marsh & Wilcoxon, 2015; Vidourek et al., 2014).
Researchers have long focused on the nature of college students’ interactions with faculty and their effects on a broad range of outcomes (Kim & Sax, 2017). This body of research has consistently demonstrated the influential role of faculty members as key agents of socialization within the college environment. In particular, student–faculty interaction has garnered attention as an institutional practice that is perceived to have a positive impact on student outcomes (Kim & Sax, 2017). Moreover, studies have illustrated that the amount of time faculty members allocate to college students bears consequences for their collegiate experiences (e.g., Komarraju et al., 2010). Trolian et al. (2022) investigated the association between student–faculty interaction and the psychological well-being of fourth-year students in the United States. Their findings revealed a positive correlation between student–faculty interaction and students’ well-being, with the frequency and perceived quality of these interactions being particularly influential over the course of a 4-year college journey. However, the effects of such interactions on the psychological well-being of Chinese college students remain poorly understood. Moreover, little research has directly examined the underlying mechanisms involved in this relationship.
Longobardi et al. (2019) posited that positive teacher–student interactions can function as a protective factor and mitigate the psychological symptoms experienced by students. This finding aligns with the existing literature, which has highlighted the importance of high-quality student–faculty interaction in providing emotional support to students (Aldrup et al., 2022). In Asian cultures, emotional support has been found to exert a particularly salutary effect on well-being (Uchida et al., 2008). Kim and Lundberg (2016) argued that students who engage in frequent interactions with faculty members tend to develop a stronger sense of belonging compared to those who have limited or infrequent interactions, which has been recognized as a potential catalyst for promoting psychological well-being among college students (Gopalan & Brady, 2020). Additionally, positive interactions with faculty members foster a sense of connection to the academic environment for students (Trolian et al., 2016). This supportive environment plays a crucial role in enhancing students’ psychological well-being, as it fosters feelings of being valued and understood (Tennant et al., 2015). Regular faculty interactions provide students with a platform to receive constructive feedback, which, in turn, enhances their self-efficacy and self-esteem, ultimately contributing to their psychological well-being (Bjorklund et al., 2004; Parker et al., 2022; Wang & Castañeda-Sound, 2008). Thus, we proposed the following hypothesis:
Hypothesis 1: Student–faculty interaction will be positively related to college students’ psychological well-being.
Resilience refers to the favorable psychological outcome resulting from individuals effectively dealing with challenges and adversities, and it is considered a vital resource that enables individuals to effectively manage and cope with various stressors (Aburn et al., 2016). Researchers in the field of educational positive psychology have classified resilience as a significant psychological resource and argued for the crucial role of educational institutions in promoting student well-being (Toland & Carrigan, 2011). These investigations of psychological resilience in an educational context have focused on the reasons why certain students are able to adapt, recover, or even grow stronger in the face of adversity (Backmann et al., 2019; Smith et al., 2008). Resilience has been further defined as the ability to attain positive adjustment and development in difficult circumstances (Ryff et al., 1998). Such resilience has a positive impact on the psychological well-being of college students (Li & Hasson, 2020). Examining resilience as a protective mechanism for college students’ mental health is therefore essential.
Previous studies have consistently highlighted the significant role of resilience in safeguarding students’ mental and psychological well-being from the negative consequences of stressful and traumatic situations (Li & Hasson, 2020; Sanderson & Brewer, 2017). Chan et al. (2021) demonstrated that during the COVID-19 pandemic, in particular, individuals with higher levels of resilience were less susceptible to experiencing stress, anxiety, loneliness, depression, and posttraumatic stress disorder. Therefore, resilience acts as a protective factor against adverse outcomes, facilitating the maintenance of both physical and psychological well-being.
One opportunity for students to cultivate resilience is through interactions with faculty members, who can serve as mentors and role models for students (Erkut & Mokros, 1984). Through their interactions, professors can share their own experiences, coping strategies, and resilience-building techniques, and this mentorship can inspire students to develop resilience skills, such as problem solving, adaptability, and perseverance (Farquhar et al., 2018; Gardner & Stephens-Pisecco, 2019). When faculty members believe in their students’ abilities and encourage them to take on new challenges, it fosters a belief in their own capabilities. This sense of self-efficacy is essential for resilience, as it empowers students to face difficulties, persist despite setbacks, and believe in their ability to succeed academically (Cassidy, 2015).
On the basis of the reviewed literature, student–faculty interaction plays a crucial role in promoting psychological resilience, which ultimately contributes to the psychological well-being of students. Thus, we proposed the following hypothesis:
Hypothesis 2: Resilience will play a mediating role in the relationship between student–faculty interaction and college students’ psychological well-being.
The research model of the relationships between variables is shown in Figure 1.
Method
Participants and Procedure
We recruited 250 students through distributing email advertisements to undergraduate students enrolled in psychology courses at a university in Beijing, China. For those interested, we provided a comprehensive briefing on the study’s nature and requirements. Assurances were given that the confidentiality of participants would be strictly upheld, and no sensitive information would be disclosed. The study was granted approval by the Beijing Institute of Technology, and informed consent was obtained from each participant. The students completed the questionnaires within a classroom setting on a voluntary basis in the presence of a trained research assistant, who promptly addressed any queries they raised. On average, participants required approximately 20 minutes to complete all the provided instruments.
Of 250 completed questionnaires, we excluded 26 due to incomplete survey data. Thus, 224 of the participants returned valid questionnaires, resulting in an effective response rate of 89.60%. There were 134 men and 90 women with a mean age of 21.15 years (SD = 3.20, range = 20–22). Detailed demographic information for the participants is outlined in Table 1.
Table 1. Participant Demographics
Measures
Established measures were utilized in this study. To minimize any potential discrepancies in meaning across languages, we followed a rigorous translation process. Two independent translators initially translated all scales into Chinese, then two different translators converted the scales back into English. All items were rated on a 7-point Likert scale ranging from 1 (strongly disagree) to 7 (strongly agree).
Student–Faculty Interaction
We assessed student–faculty interaction using Kim and Lundberg’s (2016) four-item scale. A sample item is “I communicate with a faculty member by email or in person.” In this study Cronbach’s alpha was .90.
Resilience
Resilience was assessed using Smith et al.’s (2008) six-item scale, including three positively worded items and three negatively worded items. Scores on the three negatively worded items were reverse coded. A sample item is “I usually come through difficult times with little trouble.” In this study Cronbach’s alpha was .91.
Psychological Well-Being
We measured psychological well-being using the World Health Organization-5 Well-Being Scale, which consists of five items (World Health Organization, 1998). A sample item is “I feel cheerful and in good spirits.” In this study Cronbach’s alpha was .89.
Data Analysis
We used Amos 22.0 for structural equation modeling, conducting a bootstrapping procedure (5,000 resamples) and calculating 95% confidence intervals (CIs) to measure the direct and indirect relationships between variables.
Results
Preliminary Analysis
Table 2 displays the descriptive statistics and correlations pertaining to the variables under consideration. All variables exhibited significant and positive correlations. The measurement model incorporated three latent factors, and 15 observed variables exhibited a highly satisfactory fit to the data, as evidenced by the following indices: χ2 = 246.46, χ2/df = 2.83, incremental fit index = .93, comparative fit index = .93, root-mean-square error of approximation = .08. Furthermore, all standardized factor loadings for the indicators on the latent variables exceeded .70. The composite reliability and average variance extracted also surpassed the accepted values of .70 and .50, respectively.
Table 2. Means, Standard Deviations, and Correlations Among Study Variables
Note. N = 224.
** p < .01.
The results revealed there were significant path coefficients from student–faculty interaction to psychological well-being, .21, p < .01, 95% CI [0.06, 0.35]; from student–faculty interaction to resilience, .59, p < .01, 95% CI [0.48, 0.69]; and from resilience to psychological well-being, .65, p < .01, 95% CI [0.51, 0.77]. Moreover, the indirect effect of student–faculty interaction on psychological well-being via resilience was .38, p < .01, 95% CI [0.28, 0.50]. Thus, Hypotheses 1 and 2 were supported.
Discussion
The present study employed structural equation modeling to examine the relationships between student–faculty interaction, resilience, and psychological well-being among college students. While a recent study conducted on North American college students explored the direct relationship between student–faculty interaction and psychological well-being (Trolian et al., 2022), limited research has examined protective factors within the context of student–faculty interaction and its outcomes. Hence, our results are vital for understanding the protective role of resilience in the relationship between student–faculty interaction and psychological well-being.
In line with our first hypothesis and previous research findings (Trolian et al., 2022), we found a significant correlation between student–faculty interaction and psychological well-being. Faculty members can serve as emotional role models and establish important relationships with students. Through positive interactions, they can convey social and emotional skills that foster students’ positive adaptation to specific situations, thereby enhancing their psychological well-being (Longobardi et al., 2019). Moreover, the empirical evidence furnished by this study supports the contention that positive interactions with faculty can provide students in Asian societies with emotional support, thereby promoting their psychological well-being (Aldrup et al., 2022; Uchida et al., 2008).
In line with our second hypothesis, we found that resilience played a mediating role in the association between student–faculty interaction and psychological well-being. Specifically, our results indicate that student–faculty interaction can contribute to college students’ psychological well-being by enhancing their coping and stress-management skills, which may help them develop a positive mindset when facing challenging situations, fostering resilience, and ultimately promoting overall well-being. Therefore, our findings underscore the significance of resilience in understanding how student–faculty interaction positively influences psychological well-being.
From a practical point of view, our findings can inform strategies aimed at enhancing college students’ psychological well-being. Considering the findings regarding student–faculty interactions, we recommend that university administrators create a positive and inclusive atmosphere where students feel comfortable approaching faculty members. University staff should aim to encourage open communication, respect diverse perspectives, and promote a sense of belonging for all students. In addition, we recommend that faculty members actively participate in or support student clubs, organizations, and events outside the classroom. This involvement will provide informal opportunities for interactions and strengthen rapport. As far as resilience is concerned, university administrators should help students to develop effective problem-solving skills and stress-management techniques, emphasize positive thinking, and encourage them to face challenges and take risks.
Limitations and Directions for Future Research
This study has limitations. First, the sample data are limited to specific college students in China. Future research could collect data from different age groups of students to increase the generalizability of the findings. Second, we relied on self-report measures. It is important to acknowledge the potential for bias inherent in such measures. To mitigate this bias, the incorporation of multiple assessment methods for evaluation could help reduce subjectivity. Third, cross-sectional studies cannot directly examine causality, even though our findings provided support for the possibility of such a relationship. To further explore causality, researchers could conduct experimental or longitudinal studies in future work. Fourth, we primarily focused on interactions with faculty, while overlooking the influence of interactions with friends. Notably, peer support has been found to have an impact on psychological well-being (Sun et al., 2020). Therefore, future research could investigate the effect of peer interactions on psychological well-being to gain a more comprehensive understanding.
Aburn, G., Gott, M., & Hoare, K. (2016). What is resilience? An integrative review of the empirical literature. Journal of Advanced Nursing, 72(5), 980–1000.
Aldrup, K., Carstensen, B., & Klusmann, U. (2022). Is empathy the key to effective teaching? A systematic review of its association with teacher–student interactions and student outcomes. Educational Psychology Review, 34(3), 1177–1216.
Backmann, J., Weiss, M., Schippers, M. C., & Hoegl, M. (2019). Personality factors, student resiliency, and the moderating role of achievement values in study progress. Learning and Individual Differences, 72, 39–48.
Bjorklund, S. A., Parente, J. M., & Sathianathan, D. (2004). Effects of faculty interaction and feedback on gains in student skills. Journal of Engineering Education, 93(2), 153–160.
Breslau, J., Lane, M., Sampson, N., & Kessler, R. C. (2008). Mental disorders and subsequent educational attainment in a US national sample. Journal of Psychiatric Research, 42(9), 708–716.
Burnett-Zeigler, I., Ilgen, M. A., Bohnert, K., Miller, E., Islam, K., & Zivin, K. (2013). The impact of psychiatric disorders on employment: Results from a national survey (NESARC). Community Mental Health Journal, 49(3), 303–310.
Cassidy, S. (2015). Resilience building in students: The role of academic self-efficacy. Frontiers in Psychology, 6, Article 1781.
Chan, A. C. Y., Piehler, T. F., & Ho, G. W. K. (2021). Resilience and mental health during the COVID-19 pandemic: Findings from Minnesota and Hong Kong. Journal of Affective Disorders, 295, 771–780.
Erkut, S., & Mokros, J. R. (1984). Professors as models and mentors for college students. American Educational Research Journal, 21(2), 399–417.
Fang, Y., Wang, L., & Chen, Z. (2023). A survey report on the mental health status of college students in 2022. In X. Fu, K. Zhang, X. Chen, & Z. Chen (Eds.), Chinese national mental-health development report (2021–2022) [In Chinese] (pp. 70–99). Social Sciences Academic Press Chinese.
Farquhar, J., Kamei, R., & Vidyarthi, A. (2018). Strategies for enhancing medical student resilience: Student and faculty member perspectives. International Journal of Medical Education, 9, 1–6.
Fu, X., Zhang, K., Chen, X., & Chen, Z. (Eds.). (2023). Chinese national mental health development report (2021–2022) [In Chinese]. Social Sciences Academic Press Chinese.
Gardner, R., & Stephens-Pisecco, T. L. (2019). Empowering educators to foster student resilience. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 92(4–5), 125–134.
Gopalan, M., & Brady, S. T. (2020). College students’ sense of belonging: A national perspective. Educational Researcher, 49(2), 134–137.
Kessler, R. C., Walters, E. E., & Forthofer, M. S. (1998). The social consequences of psychiatric disorders, III: Probability of marital stability. The American Journal of Psychiatry, 155(8), 1092–1096.
Kim, Y. K., & Lundberg, C. A. (2016). A structural model of the relationship between student–faculty interaction and cognitive skills development among college students. Research in Higher Education, 57(3), 288–309.
Kim, Y. K., & Sax, L. J. (2017). The impact of college students’ interactions with faculty: A review of general and conditional effects. In M. Paulsen (Ed.), Higher education: Handbook of theory and research (pp. 85–139). Springer.
Komarraju, M., Musulkin, S., & Bhattacharya, G. (2010). Role of student–faculty interactions in developing college students’ academic self-concept, motivation, and achievement. Journal of College Student Development, 51(3), 332–342.
Li, Z. S., & Hasson, F. (2020). Resilience, stress, and psychological well-being in nursing students: A systematic review. Nurse Education Today, 90, Article 104440.
Longobardi, C., Settanni, M., Prino, L. E., Fabris, M. A., & Marengo, D. (2019). Students’ psychological adjustment in normative school transitions from kindergarten to high school: Investigating the role of teacher–student relationship quality. Frontiers in Psychology, 10, Article 1238.
Marsh, C. N., & Wilcoxon, S. A. (2015). Underutilization of mental health services among college students: An examination of system-related barriers. Journal of College Student Psychotherapy, 29(3), 227–243.
Parker, E. T., Trolian, T. L., & Stolzenberg, E. B. (2022). Student–faculty interaction and academic self-concept: The intersection of race and gender. Higher Education Research and Development, 41(7), 2292–2306.
Ryff, C. D., Love, G. D., Essex, M. J., & Singer, B. (1998). Resilience in adulthood and later life. In J. Lomranz (Ed.), Handbook of aging and mental health. The Springer series in adult development and aging (pp. 69–96). Springer.
Sanderson, B., & Brewer, M. (2017). What do we know about student resilience in health professional education? A scoping review of the literature. Nurse Education Today, 58, 65–71.
Smith, B. W., Dalen, J., Wiggins, K., Tooley, E., Christopher, P., & Bernard, J. (2008). The Brief Resilience Scale: Assessing the ability to bounce back. International Journal of Behavioral Medicine, 15(3), 194–200.
Sun, Y., Lin, S. Y., & Chung, K. K. H. (2020). University students’ perceived peer support and experienced depressive symptoms during the COVID-19 pandemic: The mediating role of emotional well-being. International Journal of Environmental Research and Public Health, 17(24), Article 9308.
Tennant, J. E., Demaray, M. K., Malecki, C. K., Terry, M. N., Clary, M., & Elzinga, N. (2015). Students’ ratings of teacher support and academic and social–emotional well-being. School Psychology Quarterly, 30(4), 494–512.
Toland, J., & Carrigan, D. (2011). Educational psychology and resilience: New concept, new opportunities. School Psychology International, 32(1), 95–106.
Trolian, T. L., Archibald, G. C., & Jach, E. A. (2022). Well-being and student–faculty interactions in higher education. Higher Education Research & Development, 41(2), 562–576.
Trolian, T. L., Jach, E. A., Hanson, J. M., & Pascarella, E. T. (2016). Influencing academic motivation: The effects of student–faculty interaction. Journal of College Student Development, 57(7), 810–826.
Uchida, Y., Kitayama, S., Mesquita, B., Reyes, J. A. S., & Morling, B. (2008). Is perceived emotional support beneficial? Well-being and health in independent and interdependent cultures. Personality and Social Psychology Bulletin, 34(6), 741–754.
Vidourek, R. A., King, K. A., Nabors, L. A., & Merianos, A. L. (2014). Students’ benefits and barriers to mental health help-seeking. Health Psychology and Behavioral Medicine, 2(1), 1009–1022.
Wang, C. D., & Castañeda-Sound, C. (2008). The role of generational status, self-esteem, academic self-efficacy, and perceived social support in college students’ psychological well-being. Journal of College Counseling, 11(2), 101–118.
World Health Organization. (1998). Wellbeing measures in primary health care/the DepCare project: Report on a WHO meeting, Stockholm, Sweden, 12–13 February 1998.