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

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 modeling 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.