Learning agility, self-efficacy, and resilience as pathways to mental health in higher education: insights from a mixed-methods study
IntroductionThis study examines how learning agility, academic self-efficacy, academic buoyancy, and psychological well-being interrelate to influence mental health and factors theoretically linked to academic success in undergraduate students.MethodsUsing an explanatory sequential mixed-methods des...
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Frontiers Media S.A.
2025-07-01
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| Series: | Frontiers in Psychology |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyg.2025.1528066/full |
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| author | He Huang Heung Kou |
| author_facet | He Huang Heung Kou |
| author_sort | He Huang |
| collection | DOAJ |
| description | IntroductionThis study examines how learning agility, academic self-efficacy, academic buoyancy, and psychological well-being interrelate to influence mental health and factors theoretically linked to academic success in undergraduate students.MethodsUsing an explanatory sequential mixed-methods design, quantitative data were gathered from 804 undergraduates using validated scales for each construct. Structural Equation Modeling (SEM) tested hypothesized relationships, and multi-group analysis explored gender differences in the model. In a qualitative phase, semi-structured interviews with 30 participants provided deeper insights into the quantitative findings, with thematic analysis of adaptive learning, resilience, and well-being.ResultsSEM findings showed that learning agility and academic self-efficacy positively predicted academic buoyancy and psychological well-being, with academic buoyancy partially mediating these relationships. Gender differences were non-significant, supporting model generalizability across genders. Qualitative analysis emphasized adaptive learning strategies, resilience in overcoming academic stressors, and psychological well-being as a process, with social support identified as essential in fostering resilience.DiscussionThe findings underscore the importance of learning agility, self-efficacy, and academic buoyancy in supporting students’ academic resilience and mental health. By enhancing these factors within academic settings, institutions can promote student well-being and engagement, reinforcing the link between psychological well-being and academic achievement. |
| format | Article |
| id | doaj-art-3500c6c136554895afa6ecdc2ed09703 |
| institution | Kabale University |
| issn | 1664-1078 |
| language | English |
| publishDate | 2025-07-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj-art-3500c6c136554895afa6ecdc2ed097032025-08-20T03:29:07ZengFrontiers Media S.A.Frontiers in Psychology1664-10782025-07-011610.3389/fpsyg.2025.15280661528066Learning agility, self-efficacy, and resilience as pathways to mental health in higher education: insights from a mixed-methods studyHe HuangHeung KouIntroductionThis study examines how learning agility, academic self-efficacy, academic buoyancy, and psychological well-being interrelate to influence mental health and factors theoretically linked to academic success in undergraduate students.MethodsUsing an explanatory sequential mixed-methods design, quantitative data were gathered from 804 undergraduates using validated scales for each construct. Structural Equation Modeling (SEM) tested hypothesized relationships, and multi-group analysis explored gender differences in the model. In a qualitative phase, semi-structured interviews with 30 participants provided deeper insights into the quantitative findings, with thematic analysis of adaptive learning, resilience, and well-being.ResultsSEM findings showed that learning agility and academic self-efficacy positively predicted academic buoyancy and psychological well-being, with academic buoyancy partially mediating these relationships. Gender differences were non-significant, supporting model generalizability across genders. Qualitative analysis emphasized adaptive learning strategies, resilience in overcoming academic stressors, and psychological well-being as a process, with social support identified as essential in fostering resilience.DiscussionThe findings underscore the importance of learning agility, self-efficacy, and academic buoyancy in supporting students’ academic resilience and mental health. By enhancing these factors within academic settings, institutions can promote student well-being and engagement, reinforcing the link between psychological well-being and academic achievement.https://www.frontiersin.org/articles/10.3389/fpsyg.2025.1528066/fulllearning agilityacademic self-efficacyacademic buoyancypsychological well-beingresiliencemixed-methods study |
| spellingShingle | He Huang Heung Kou Learning agility, self-efficacy, and resilience as pathways to mental health in higher education: insights from a mixed-methods study Frontiers in Psychology learning agility academic self-efficacy academic buoyancy psychological well-being resilience mixed-methods study |
| title | Learning agility, self-efficacy, and resilience as pathways to mental health in higher education: insights from a mixed-methods study |
| title_full | Learning agility, self-efficacy, and resilience as pathways to mental health in higher education: insights from a mixed-methods study |
| title_fullStr | Learning agility, self-efficacy, and resilience as pathways to mental health in higher education: insights from a mixed-methods study |
| title_full_unstemmed | Learning agility, self-efficacy, and resilience as pathways to mental health in higher education: insights from a mixed-methods study |
| title_short | Learning agility, self-efficacy, and resilience as pathways to mental health in higher education: insights from a mixed-methods study |
| title_sort | learning agility self efficacy and resilience as pathways to mental health in higher education insights from a mixed methods study |
| topic | learning agility academic self-efficacy academic buoyancy psychological well-being resilience mixed-methods study |
| url | https://www.frontiersin.org/articles/10.3389/fpsyg.2025.1528066/full |
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