A Study on the Influences of Social Cognitive Theory on College Students' Learning Resilience: Mediating Roles of Academic Self-Efficacy and Perceived Campus Belonging

A Study on the Influences of Social Cognitive Theory on College Students' Learning Resilience: Mediating Roles of Academic Self-Efficacy and Perceived Campus Belonging | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Article A Study on the Influences of Social Cognitive Theory on College Students' Learning Resilience: Mediating Roles of Academic Self-Efficacy and Perceived Campus Belonging Fangfang Wu, Huanyu Huang, Zirui Zhan This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-9313862/v1 This work is licensed under a CC BY 4.0 License Status: Published Journal Publication published 02 May, 2026 Read the published version in Scientific Reports → Version 1 posted 11 You are reading this latest preprint version Abstract In the digital age, university students’ sustained academic engagement and strong learning resilience in the face of increasing academic pressure and complex campus challenges are essential to the attainment of substantial academic achievement. At present, how to enhance students’ academic engagement and foster learning resilience has become a pressing issue for educational administrators. Although previous studies have examined multiple factors influencing learning engagement and resilience, they have largely emphasized the isolated effects of psychological traits on individual learning performance while overlooking the complex possibility that perceived external contexts, such as the learning environment, learning climate, and social relationships, may jointly shape learning resilience through psychological and emotional regulatory mechanisms. Therefore, this study focuses on the interaction among external contexts, internal affective drivers (self-efficacy and perceived campus belonging), and learning resilience. Using questionnaire surveys and data analysis, this study examines the extent to which external contexts influence self-efficacy and perceived campus belonging, explores whether the mediating role of internal affective drivers affects the development of learning resilience, and constructs a “learning context-affective drivers-learning resilience” model to identify effective pathways for fostering students' learning resilience and provide recommendations for optimizing educational management. Social science/Education Biological sciences/Psychology Social science/Psychology Social Cognitive Theory Triadic Reciprocal Determinism self-efficacy perceived campus belonging learning resilience Figures Figure 1 Figure 2 Figure 3 1 Introduction In the digital age, higher education has undergone a profound transformation. While digital platforms and ubiquitous internet access offer unprecedented learning resources, they have simultaneously plunged college students into a highly demanding academic environment characterized by cognitive overload and fragmented attention. Furthermore, the increasing reliance on digital interfaces has inadvertently weakened traditional, face-to-face interpersonal interactions, leading to a prevalent sense of "digital social isolation" among university students. Behavioral commitment, adaptability, and emotional regulation during the learning process directly influence learning engagement and the willingness to persist in learning (Deng & Chen, 2025 ; G. R. Fan et al., 2025 ; H. G. Liu et al., 2025 ). However, under these dual cognitive and psychosocial pressures, students often find themselves navigating complex academic tasks in a state of emotional detachment, increasingly vulnerable to academic setbacks and self-doubt. The consequences of this vulnerability are profound. When confronted with academic difficulties, intense competition, or prolonged negative emotions, students lacking adequate psychological buffers are highly susceptible to superficial learning, behavioral disengagement, or even severe academic burnout. Existing research indicates that learning engagement is closely associated with learning resilience (Huang & Liu, 2025 ), and the two exhibit a bidirectional, mutually reinforcing relationship (Abood et al., 2025 ; Jiao et al., 2025 ). Therefore, rather than merely emphasizing surface-level academic engagement, it has become critically urgent for educational administrators to understand and cultivate students' learning resilience. This refers to the psychological quality and capacity enabling individuals to rapidly recover, maintain goals, and proactively adjust strategies to continue engaging in learning when confronted with setbacks, difficulties, stress, and failure (Y. Z. Fan et al., 2025 ; Feraco et al., 2023 ; Shao et al., 2024 ). It provides the core emotional foundation that prevents students from abandoning their educational pursuits halfway. However, learning resilience does not develop in isolation; it is shaped by multiple factors including the learning environment, atmosphere, social networks, and individual characteristics (Abood et al., 2025 ; Huang & Liu, 2025 ; Ruospo et al., 2023 ). According to social cognitive theory, when learning environments satisfy individuals' fundamental psychological needs,such as autonomy, competence, and relatedness,they are more likely to develop intrinsic motivation, leading to higher levels of engagement and persistence (Ge, 2025 ; Huang & Liu, 2025 ). Simultaneously, the learning atmosphere and social relationships, as crucial components of the learning environment, play a central role in shaping students' adaptive and regulable psychological states (Jiang et al., 2019 ; Van Viersen et al., 2026 ). A positive learning atmosphere and healthy peer-to-peer and teacher-student relationships not only enhance students' interest in courses but also enable them to make positive subjective judgments regarding task completion (Derakhshan, 2025 ; Gao et al., 2025 ). In the context of the isolating digital age, we posit that a supportive external ecosystem directly fulfills these psychological needs, thereby reconstructing students' academic self-efficacy and sense of belonging on campus. These internalized individual traits act as the crucial affective drivers that forge robust learning resilience. To address this gap in the literature, this study focuses on the intricate generative mechanisms of learning resilience among college students. Using structural equation modeling (SEM), this research aims to: (1) examine the extent to which external contexts (learning environment, learning climate, and social relationships) influence internal affective drivers (self-efficacy and perceived campus belonging); (2) explore how these internal traits mediate the development of learning resilience; and (3) construct and validate a comprehensive "External Context-Affective Drivers-Learning Resilience" model. By mapping these multidirectional pathways, this study seeks to provide evidence-based insights for educators and administrators to optimize campus support systems, ultimately empowering students to navigate the complexities and pressures of modern academic life. 2. Literature Review 2.1 Social Cognitive Theory The social cognitive theory, which was developed and improved by the American psychologist Albert Bandura in the 1970s, has become a broadly used psychological model in education to analyze the influences that can promote student learning behavior under complicated settings (Y. Z. Fan et al., 2025 ; Maricuțoiu and Sulea, 2019 ; Ryan and Deci, 2020 ). Social cognitive theory suggests a dynamic, interactive relationship between individual behavior, cognition and environment (Feraco et al., 2023 ). Human beings have a natural inclination to grow and explore actively. Individuals tend to feel more connected to their environment and have a high level of self-identity when external environments meet basic psychological requirements, which increases the likelihood of active participation in learning (Jia and Tu, 2024 ; Ruospo et al., 2023 ). Nevertheless, the process of learning does not always go easy; people might come across obstacles and adversity, and sometimes, they may experience failure or exclusion. The strength of learning resilience of an individual is especially put to test when he or she has the courage to be able to regain confidence in learning after repeated setbacks. The social cognitive theory states that the results are not affected or controlled by a sole variable. It confirms that there is a mutual interaction between individual characteristics, behavioral characteristics, and environmental characteristics (Maricuțoiu and Sulea, 2019 ; Prananto et al., 2025 ). As an example, a student who gets encouragement by teachers and acknowledgment by classmates throughout learning will have more learning reinforcement (strengthening learning motivation and learning behavior). On the contrary, if a student experiences repeated failures and long-term negative emotions associated with learning, they might start to experience self-doubt and self-abandonment thinking, making it hard to revive interest in learning. We also conduct our research on people ability to handle negative emotions, watching and investigating the exact ways to pinpoint leverage points of environment, individual characteristics, and behavior. Its purpose is to help education managers and students to regulate and intervene the learning in order to achieve positive learning outcomes. This theory highlights the importance of the idea that individuals can control their own behavior through self-control instead of being submissive to environmental factors (G. R. Fan et al., 2025 ; Y. Z. Fan et al., 2025 ). Self-regulation allows individuals to keep up with the behaviors that are consistent with social norms or personal goals without any external rewards or punishment (Ji et al., 2025 ; Shao et al., 2024 ). This implies that variables like learning environment, academic environment, and social relationships can affect learning resilience by having an effect on individual characteristics (self-efficacy, campus belonging) of students, which keeps changing the level of learning engagement (Greene et al., 2018 ; Grotzinger et al., 2019 ; Zhou et al., 2022 ). As a result, to increase the level of learning engagement and academic performance of students, schools need to pay attention to developing an external environment that is able to promote learning resilience. This would imply fulfilling essential psychological requirements of students, changing learning behaviors, and encouraging learning motivation of students by influencing individual characteristics, i.e., self-efficacy and campus belonging. 2.2 Triadic Interaction Determinism Triadic interaction determinism is a central tenet of social cognitive theory which states that individual characteristics, behavioral determinants, and environmental determinants are mutually exclusive but mutually interdependent to determine behavior, not controlled by any one determinant (G. R. Fan et al., 2025 ; Prananto et al., 2025 ). The present research views learning environment, learning atmosphere as well as social relationships as environmental factors, self-efficacy (trust in academic success) as an individual characteristic, and learning resilience (flexibility and perseverance during difficulties) as a behavioral reaction. Triadic interactionism posits that individual characteristics, environmental conditions, and behavioral performance are not related to each other in a simplistic manner, but instead there is a multidirectional, active and cyclical triangle of relations between them (Benight et al., 2018 ; Wang et al., 2025 ). Learners are more prone to demonstrate high learning resilience when placed in situations where the activities in the learning process can be seen as meaningful, encounter moderate difficulties and receive assistance by a variety of sources (Jiao et al., 2025 ; Zhang and Cai, 2022 ). This research thus considers the concept of learning resilience as the main outcome variable which is going to be measured on the effect of the environment on individual behavioral reactions based on the triadic interactionist theory. The goal is to investigate and affirm students’ capability to overcome failures and resist pressure in the learning process and, consequently, disclose the very essence of the mechanisms of improving learning resilience. Through this theoretical framework, we can more accurately grasp how to optimize learning environments and stimulate individual traits to shape students' learning resilience, addressing core issues in educational practice such as insufficient learning motivation and low engagement. 2.3 Self-Efficacy Self-efficacy refers to an individual's subjective judgment and belief regarding their ability to successfully complete a task. It influences an individual's choice of behavior, level of effort, and persistence (Huang & Liu, 2025 ; Jia & Tu, 2024 ; J. R. Liu et al., 2025 ). Bandura proposed that self-efficacy primarily develops through four sources: the most direct influence of one's own success or failure in practice; the most relevant success or failure experiences of others similar to oneself; the most empathetic encouragement, advice, and evaluations from others; and one's management of emotions-particularly the control of negative emotions and self-regulation of psychological imbalance (Low et al., 2025 ; Maricuțoiu & Sulea, 2019 ; Zhang et al., 2025 ). Self-efficacy is not a static personality trait.It changes over time due to individual experiences and shifts in the environment (Shao, 2025 ; Wang and Zhang, 2024 ). One successful experience can quickly boost one self-efficacy, which can surpass one real level of capability. A sequence of failures, however, might result in serious frustration and self-doubt, leading people to underestimate their skills significantly or even incorrectly evaluate their skills. Students might show great learning resilience and enjoy the situation when experiencing high self-efficacy and facing unexpected challenges or obstacles (Huang and Liu, 2025 ; J. R. Liu et al., 2025 ). So, this research considers self-efficacy as the emotional basis and takes the concept of learning resilience as the final variable. The purpose of this research is to investigate in detail and confirm students adaptive and regulatory actions, persistence, and negative emotion regulation in the learning process, identifying the underlying principles that can be used to improve the learning resilience. With the help of this framework, we will be able to obtain a more precise vision of what needs to be done to create optimal learning conditions, academic climates, and interpersonal relationships to trigger self-efficacy and thus develop students academic resilience, and solve fundamental problems like lack of motivation to learn and low involvement. 3. Objectives and Hypotheses 3.1 Research Objectives The purpose of this paper is to examine, under the framework of social cognitive theory, triadic interactionism as well as the bridging function of self-efficacy, the extent to which college students perceptions of learning environment, academic atmosphere and social connection are predictive of their learning resilience; if learning self-efficacy and campus belonging could play an important role as mediators between perceived external learning environment and learning resilience; and what external environmental variables have the highest contribution to improving student self-efficacy and learning ecosystem resilience. To sum up, the authors methodologically discuss the generative processes of learning resilience of college students in various external learning conditions via an environment-individual-behavior logical chain, especially confirming the mediating link of learning self-efficacy in the context of external ecological assistance and resilience behavior. Structural equation modeling (SEM) is used in this research by showing how learning environment, academic atmosphere and social relationships interact to support the process of building students self-belief. It allows them to control and control the negative feelings that come with academic hardship and difficulties, develop positive self-reflection and flexibility, continue the learning process and reach the stage of self-transcendence. As it has been shown in Fig. 1 . In order to further clarify the connection between particular extrinsic environmental factors and personal traits, and the interaction between such variables in determining the learning resilience outcome, researchers categorized indicators in all dimensions (refer to Table 1 ). Table 1 Item Dimensions and Indicator Codes Dimension Indicator Number Title Statement Learning Environment (LE) LE1 The university’s administrative and support services (e.g., course registration, dormitory services, and technical support) effectively support my learning. LE2 The university’s course arrangements and academic policies are fair to students. LE3 I believe that the university provides sufficient learning resources (e.g., libraries, study rooms, and internet access). LE4 I feel that the campus environment stimulates my motivation to learn. LE5 I believe that the university’s learning environment is safe, clean, and conducive to focused study. Learning Climate (LC) LC1 In class, teachers encourage us to express our own views and ideas. LC2 The learning climate in my class or course is positive, and my classmates take their studies seriously. LC3 I often receive helpful feedback from teachers that helps me improve my learning. LC4 I feel that teachers genuinely care about students’ learning and development. LC5 The assignments and tasks provided by teachers are appropriately challenging and stimulate my interest in learning. Social Relationships (SR) SR1 I have positive relationships with my classmates, and we support and help one another. SR2 I have good communication and interaction with my teachers. SR3 At school, I have people whom I can trust and confide in. SR4 I feel accepted and respected on campus. SR5 When I encounter learning difficulties, I can obtain timely help from my peers. Self-Efficacy (SE) SE1 I am confident that I can master the most essential and challenging knowledge in my current major courses. SE2 I am certain that I possess the intelligence and ability required to achieve excellent academic performance. SE3 Even when the learning content is highly complex, I believe that I can eventually understand and master it well. SE4 Even when academic tasks are very demanding, I believe that I can complete them on time through effort. SE5 When I encounter bottlenecks or setbacks in learning, I am confident that I can find solutions. SE6 I believe that I can flexibly adjust my learning strategies to cope with the challenges of different courses. Sense of Belonging on campus(SBC) SBC1 I feel that I am truly a part of this university, have a strong sense of presence here, and am proud of it. SBC2 I identify with this university’s campus culture, academic culture, and educational philosophy. SBC3 Even if I could choose again, I would still choose the university I am currently attending. SBC4 I believe that the overall campus atmosphere is positive and inclusive, making it comfortable to study here. SBC5 I believe that teachers and students at this university respect one another, are friendly, and maintain harmonious relationships. SBC6 I believe that this university has a strong academic atmosphere and that my views are respected and supported. 3.2 Research Hypotheses The research claims that external environmental support, which means learning environment (LE), learning climate (LC), and social relationships (SR), can be used to influence and enhance students’ learning resilience in a positive manner through the mediating role of self-efficacy and campus belonging. It also promotes the learning involvement of students so as to ensure they attain important academic achievements. According to the available literature, it is evident that students being exposed to an external learning environment that is resource-rich, has a strong learning atmosphere, and positive social relationships show improved proactive and persistence in their studies. Their enthusiasm towards learning remains constant throughout the learning process, they regulate their emotions in a positive way whenever they face academic challenge and obstacles, and they eventually have more composed behaviors in learning and achieve higher academic results (Jia and Tu, 2024 ; Maricuțoiu and Sulea, 2019 ; Shao, 2025 ; Zhang et al., 2025 ). Then this study assumes that an excellent quality external environment has provided students with necessary learning conditions, a comfortable learning environment and positive social relations. These factors might trigger their interest and motivation in learning on an intrinsic level and change learning to be an unconscious, spontaneous and autonomous act which leads to positive learning results. Nevertheless, other studies based exclusively on internal factors do not completely represent the complex interplay between the individual features and learning resilience (Y.Z. Fan et al., 2025 ; Van Viersen et al., 2026 ). Thus, in this study, the independent variables are the external environment (learning environment, learning atmosphere, social relationships) and the mediating variables are individual characteristics in the learning ecosystem (self-efficacy, campus belonging), and the outcome variables are learning resilience (persistence, self-reflection and adaptability, negative emotion regulation). It explores the power of these three sets of variables and their particular indicators over each other and their mutual interactions. The research especially investigates the predictive value of mediating variables upon outcome variables and if different levels of learning resilience affect perceptions of learning engagement and academic success. To sum up, the results will enable educational administrators to learn more about the intrinsic relationship between the concepts of learning environment-individual characteristics-learning resilience, making clear why learning resilience matters in terms of learning engagement and academic performance. This will enable the optimization and adaptation of daily teaching intervention strategies to enhance the development of good and long-lasting learning attitudes in students and thus, achieve positive academic performance. In light of this, the researcher has mapped the relationships among the six variables involved in the study, as shown in Fig. 2 . 3.2.1 Learning Environment Perception and Self-Efficacy, Sense of Belonging to Campus Existing research indicates that when students perceive external environmental support, they develop a strong motivation to learn (Chen et al., 2025 ; Zhang & Wang, 2025 ).This positive external feedback not only safeguards learning outcomes but also indirectly enhances intrinsic self-efficacy and campus belonging, thereby boosting learning resilience to overcome and navigate academic adversities and challenges (Lambert et al., 2019 ; McLaughlin et al., 2019 ; Vedechkina & Holmes, 2024 ).Numerous studies indicate that a positive learning environment and atmosphere can stimulate students' curiosity and desire to explore, enhancing their self-efficacy in simple terms, igniting their passion for learning and boosting their confidence (Bathgate et al., 2014 ; Kojima, 2016 ; McLaughlin, 2020 ).In general, the more advantageous the learning environment and the richer the learning resources available to students, the more confident and composed they become in their studies, ultimately achieving higher academic performance (Alyahyan & Düstegör, 2020 ; Duan et al., 2025 ; Mahoney et al., 2021 ; Mishra, 2020 ). Based on this, we hypothesize that: H1: Perceived learning environment support has a sustained positive impact on self-efficacy. H1a: Perceived learning environment support positively contributes to developing a strong sense of belonging on campus. 3.2.2 Learning Climate, Social Relationships, and Self-Efficacy and Sense of Belonging on Campus A positive learning environment and active social interactions enable students to feel supported and encouraged by others during their studies, thereby enhancing individual learning confidence and further fostering strong learning resilience (Price, 2012 ). The learning climate and the sense of belonging and conviction within the learning community serve as crucial pillars for self-efficacy and sense of belonging on Campus (Smith et al., 2018 ). Given this, we hypothesize that: H2: The learning climate positively influences self-efficacy. H2a: The learning climate positively influences sense of belonging on campus. H3: Positive social relationships positively influence self-efficacy. H3a: Positive social relationships positively influence sense of belonging on campus. 3.2.3 Individual Traits (Self-Efficacy, Sense of Belonging on Campus) Perception and Learning Resilience According to existing research, both self-efficacy and sense of belonging on campus can promote students to develop strong learning resilience (Huang & Kou, 2025 ; Kumar & De, 2025 ).Learning resilience, as an underlying force driving student learning behaviors, has a positive effect on promoting learning engagement (Wang et al., 2024 ).Based on this, we hypothesize that underlying individual traits (self-efficacy, campus belonging) exert a significant positive influence on students' learning resilience. Specifically: H4b: Self-efficacy is positively correlated with learning resilience (persistence, self-reflection, adaptability, and negative emotion regulation). H6b: Sense of belonging on campus is positively correlated with learning resilience (persistence, self-reflection, adaptability, and negative emotion regulation). 3.2.4 External Environment (Learning Environment, Learning Climate, Social Relationships) Support and Learning Resilience Previous studies have confirmed that external learning environments (learning environment, learning atmosphere, social relationships) exert a significant influence on students' learning resilience (Fang et al., 2025 ; Nandanwar & Katarya, 2024 ). External environmental support primarily encompasses perceptions of the learning environment, learning climate, and social relationships, all of which contribute to varying degrees to the development of students' learning resilience. Based on this, we hypothesize that: H4: A positive learning environment has a beneficial impact on learning resilience (consistency, self-reflection, adaptability, and negative emotion management). H5: A positive learning atmosphere has a beneficial impact on learning resilience (consistency, self-reflection, adaptability, and negative emotion management). H6: Positive social relationships have a beneficial impact on learning resilience (consistency, self-reflection, adaptability, and negative emotion management). 3.2.5 Mediating Mechanisms Between External Environment and Learning Resilience Based on social cognitive theory's triadic interactionism, environmental factors do not directly determine behavioral outcomes but exert indirect influence through individuals' cognitive and emotional processes (i.e., “subjective factors”). This study posits that self-efficacy and sense of belonging on campus play a crucial mediating role between external environmental support (learning environment, learning climate, social relationships) and learning resilience. 3.2.5.1 Mediating Role Hypothesis of Self-Efficacy Self-efficacy is an individual's belief in their ability to accomplish specific tasks. According to Bandura's theory, supportive feedback from the external environment—such as encouragement from teachers, mutual assistance from peers, and readily available learning resources—serves as a crucial source for enhancing an individual's self-efficacy. Existing research indicates that positive teacher-student relationships, as a key environmental factor, can effectively enhance students' learning motivation and self-efficacy (H. G. Liu et al., 2025 ).When college students perceive a positive learning environment and strong interpersonal relationships, they reinforce their belief in “I can do it” through vicarious experiences and verbal persuasion. The improved self-efficacy will be a very effective type of internal psychological capital that allows students to demonstrate increased resilience and persistence in the face of academic challenges. Investigations conducted by Huang and Liu (Huang and Liu, 2025 ; Jiao et al., 2025 ) have established a high correlation between self-efficacy and learning resilience with self-efficacy acting as the emotional base to bring out resilient responses. Additionally, Jiao et al. ( 2025 ) also found that self-efficacy plays a crucial mediating role between motivation and psychological resilience. In other words, the external environment must first be transformed into internal confidence before resilience can ultimately be enhanced. Based on this, the following hypothesis is proposed: H7a: Self-efficacy mediates the relationship between “perceived learning environment” and “learning resilience.” H7b: Self-efficacy mediates the relationship between “perceived learning climate” and “learning resilience.” H7c: Self-efficacy mediates the relationship between “perceived social relationships” and “learning resilience.” 3.2.5.2Mediating Role Hypothesis of sense of belonging on Campus A sense of belonging on campus refers to the degree to which students psychologically feel accepted, respected, and supported by the school community. According to self-determination theory, this sense of belonging serves as a crucial emotional prerequisite for student engagement in learning activities.A high-quality academic environment and supportive social network directly fulfill students' fundamental psychological needs, thereby fostering a strong sense of belonging on campus .As shown by Shao et al. ( 2024 ), peer relations and other environmental conditions play a significant role in determining the psychological welfare and academic achievements of students through chain-mediated mechanisms. The feeling of safety in the face of academic failures is very helpful when students have a strong sense of belonging on campus. Gao et al. (J. R. Liu et al., 2025 ; Mtshweni, 2024 ) state that the satisfaction of fundamental psychological requirements, including belonging, may foster learning involvement along the path of resilience. More significantly, the study of Mtshweni ( 2024 ) confirms the mediation of campus belonging in the link between emotional adjustment and academic persistence (an indicator of resilience) in a chain form. Thus, the development of learning resilience is also promoted indirectly by an external environmental support which enhances students psychological sense of belonging. On this basis, the hypothesis formulated is: The feeling of belonging on campus is a mediating variable between perceived learning environment and learning resilience. H8a: sense of belonging to campus is a mediation between the perceived learning climate and learning resilience.” H8b: sense of belonging on campus mediates the relationship between “perceived social relationships” and “learning resilience.” 4. Research Methods 4.1 Scale Development To collect comprehensive data from students at Zhejiang Normal University, we designed a 37-item survey questionnaire, with some items adapted from commonly used Likert scales. Over half of the questionnaire items were used to assess the six variables involved in this study, while others were used to evaluate demographic questions.Among these, the fourteen items regarding external environmental perception were adapted from existing literature (Acosta-Gonzaga, 2023 ; Maricutoiu & Sulea, 2019 ).The twelve items on perceived self-efficacy and campus belonging were adapted from two papers (Chen et al., 2023 ; de Araujo et al., 2023 ) to examine the extent to which self-efficacy and sense of belonging on campus are influenced by external environments, as well as to identify factors positively correlated with each construct.The remaining items focus on examining whether the external environment, mediated through self-efficacy and sense of belonging on campus, influences learning resilience. This, in turn, may further drive college students' learning engagement and help them achieve positive academic performance.To ensure reliability and content validity, questionnaire items were developed primarily by adapting existing measurement scales and underwent rigorous validation procedures.Regarding the issue of consistency between the Chinese and English questionnaires, the researchers first translated the questionnaire from English into Chinese, then back-translated it into English to confirm conceptual equivalence. The final Chinese translation was reviewed and calibrated by two experts in the relevant field. 4.2 Data Collection In January 2026, researchers employed a non-probability snowball sampling method to conduct an online electronic questionnaire survey using the domestic Questionnaire Star platform.Regarding questionnaire distribution, the researchers contacted faculty members at Zhejiang Normal University via WeChat and requested their assistance in forwarding the electronic survey to university students.The total number of questionnaires that have been distributed and collected is 620. When submissions with abnormalities and responses that are filled out in less than 60 seconds are removed, the remaining 515 valid questionnaires are obtained, which gives a response rate of 83 percent. The privacy and security of data and information provided by respondents were safeguarded through various measures undertaken by researchers to guarantee the confidentiality of information. Researchers, for example, have anonymized all the responses and encoded and encrypted the data. According to the ethical guidelines of conducting questionnaire surveys, researchers provided a short description of the aim of the study and listed the questions to be asked to respondents before starting the survey. The researchers followed the principle of voluntary involvement of respondents after handing out the questionnaires and made it clear that the data would be used in academic research only to enable the smooth conduct of the survey. All methods were carried out in accordance with relevant guidelines and regulations. All experimental protocols were approved by the institutional ethics committee of Zhejiang Normal University (Review Number: ZSRT2026077). Informed consent was obtained from all subjects involved in the study. 5. Results According to Table 2 , the demographic information shows that of the 515 individuals, 240 were men (46.60 percent) and 275 were women (53.40 percent), which is a fairly equal share of males and females. First-year students made up 54.86 percent of the total number of respondents in the questionnaire survey, with second- and third-year students making up 44.47 percent of all respondents. Table 2 Demographics (N = 515) Variable Frequency Percentage % Gender Male 240 46.6 Female 275 53.4 Grade Freshman 281 54.56 Sophomore 175 33.98 Junior 54 10.49 Senior 5 00.77 Weekly Learning Hours ≤ 5hours 103 20 5-10hours(excluded 10hours) 191 37.09 10-15hours(excluded 15hours) 106 20.58 15–20小时hours(excluded 20hours) 53 10.29 ≥ 20hours 62 12.04 Primary learning methods Self-directed learning 492 95.53 Group learning 78 15.15 Classroom lectures 292 56.7 Online learning 230 44.66 Tutoring classes, etc. 17 3.3 Other (online courses) 10 1.94 Whether or not to join school clubs Yes 303 58.83 No 212 41.17 5.1 Measurement Model As shown in Table 3 , the Cronbach's alpha coefficients and composite reliability for all constructs met the requirements, with values>0.70.Then we employed the four tests recommended by Hair, J. F. et al. to examine convergent validity and discriminant validity (Hair, J. F. et al., 2017 ). Test 1: As shown in Table 4 , the mean variance extracted values for all constructs exceeded 0.50, surpassing the threshold recommended by Hair, J. F. et al ( 2017 ). Test 2: As shown in Table 4 , the square roots of the AVE values for each construct exceeded their respective off-diagonal correlations, which generally aligns with the recommendations of Hair, J. F. et al ( 2017 ). Test 3: As shown in Table 3 , the loadings for each item exceeded 0.70, consistent with the findings reported by James F. Hair Jr. et al. Test 4: Based on the method proposed by Hair, J. F. et al ( 2017 )., we evaluated the heterothetic-to-homothetic ratio (HTMT). This is achieved by dividing the average correlation between different constructs by the average correlation among indicators within the same construct.Upon examination, the HTMT values for all established variables fell below the 0.90 threshold recommended by Hair, J. F. et al. (In most cases, an HTMT value below 0.90 is acceptable for establishing discriminant validity, particularly when constructs are closely related—such as emotional and cognitive dimensions—where the threshold may be relaxed to 0.90).In summary, these results indicate that the measurement exhibits satisfactory convergent validity and discriminant validity. Although the mean HTMT scores for some constructs approached or reached the lenient threshold of 0.90 (e.g., campus belonging and learning resilience), this study employed the HTMT Inference method to rigorously validate empirical differences between constructs.Results from 5,000 bootstrap resampling analyses indicate that the upper bounds of the 95% bias-corrected confidence intervals for HTMT values across all constructs are all less than 1 (with the highest value being 0.935), and none of the confidence intervals include 1. This provides strong evidence that the model in this study possesses good discriminant validity. Table 3 Construct Measurement and Confirmatory Factor Analysis Dimension Indicator Mean Standard deviation Factor Loadings Cronbach's Alpha CR AVE LE LE1 4.458 0.768 0.901 0.937 0.952 0.798 LE2 4.458 0.752 0.899 LE3 4.277 0.914 0.892 LE4 4.227 0.946 0.863 LE5 4.301 0.856 0.911 LC LC1 4.323 0.827 0.907 0.934 0.953 0.836 LC2 4.269 0.848 0.933 LC3 4.237 0.871 0.919 LC4 4.253 0.860 0.897 SR SR1 4.410 0.815 0.916 0.946 0.959 0.823 SR2 4.448 0.759 0.919 SR3 4.380 0.823 0.919 SR4 4.371 0.822 0.907 SR5 4.285 0.952 0.875 SE SE1 4.084 0.883 0.884 0.960 0.968 0.833 SE2 4.110 0.902 0.890 SE3 4.157 0.873 0.941 SE4 4.173 0.882 0.915 SE5 4.179 0.859 0.928 SE6 4.175 0.866 0.917 SBC SBC1 4.030 0.962 0.846 0.952 0.962 0.807 SBC2 4.175 0.903 0.912 SBC3 4.000 1.037 0.875 SBC4 4.237 0.871 0.932 SBC5 4.297 0.804 0.896 SBC6 4.281 0.841 0.928 Table 4 HTMT Validity Analysis SBC SBC LC LE LR SE SR LC 0.829 LE 0.815 0.868 LR 0.900 0.791 0.761 SE 0.842 0.735 0.689 0.894 SR 0.839 0.895 0.857 0.821 0.747 5.2 Hypothesis Testing We employed a self-service approach to test the hypotheses of the structural equation model. First, we calculated the variance inflation factor (VIF) using Smart-PLS3.None of the VIF values exceeded 5, indicating no multicollinearity issues. The R² values for self-efficacy, campus belonging, and learning resilience were 0.544, 0.700, and 0.825, respectively, indicating that the model possesses acceptable explanatory power. Based on the structural equation modeling analysis results: The relationship hypotheses between individual traits (self-efficacy, sense of belonging on campus) and learning resilience (H4b, H6b), learning climate, and social relationships; between self-efficacy (H2, H3), learning environment, learning climate, and social relationships; and between learning environment, learning climate, social relationships, and sense of belonging on campus (H1a, H2a, H3a) were all accepted. The relationship hypothesis between external environmental support, such as learning climate and learning resilience (H5), and learning environment and learning resilience (H4) was not accepted. The relationship hypothesis between external environmental support, such as learning environment and self-efficacy (H1), was not accepted. As shown in Table 5 , the results of testing the hypotheses regarding the correlations among factors influencing learning resilience are as follows: Self-efficacy and senseofbelonging on campus exhibit highly significant correlations with learning resilience at the P < 0.001 level; learning climate shows no significant correlation with learning resilience at the P < 0.05 level; Social relationships and learning resilience exhibit a significant correlation at the P < 0.01 level; however, the relationship between learning environment and learning resilience is not significant at the P < 0.05 level. It follows that the mediating variables “self-efficacy” and “sense of belonging on campus” are positively correlated with “learning resilience.”Empirical evidence confirms that these two factors can predict learning outcomes resulting from enhanced learning resilience. As a single factor representing external environmental support, the learning environment does not significantly influence the development of learning resilience. However, both the learning environment and social relationships exert positive influences on the development of learning resilience at the individual level. This demonstrates that emotional and cognitive factors can provide sustained, reflective, and adaptive motivation for emotional management among college students at the psychological level. The path analysis results in Fig. 3 support most of the hypothesized relationships in our model, but some paths did not reach the level of significance. Perceived learning environment support showed no significant correlation with self-efficacy ( β = 0.123, P > 0.05) or learning resilience ( β = 0.026, P > 0.05), yet exhibited a highly significant correlation with sense of Belonging on campus( β = 0.266, P < 0.001). The learning climate exerted highly significant effects on both self-efficacy ( β = 0.227, P < 0.001) and sense of Belonging on campus( β = 0.261, P 0.05).Social interaction exerts a highly significant positive influence on self-efficacy ( β = 0.380, P <0.001) and sense of belonging on campus( β = 0.363, P <0.001), and a relatively significant influence on learning resilience ( β = 0.158, P <0.01). Self-efficacy ( β = 0.430, P < 0.001) and sense of belonging on campus ( β = 0.352, P < 0.001) exerted highly significant effects on learning resilience. Acting as a mediating bridge, self-efficacy significantly influenced the relationship between learning climate and learning resilience ( β = 0.053, P < 0.001), and between social interaction and learning resilience ( β = 0.163, P < 0.001). Sense of belonging on campus, as a mediating factor, significantly influenced the relationships between learning climate and learning resilience ( β = 0.092, P < 0.001), learning environment and learning resilience ( β = 0.094, P < 0.001), and social interaction and learning resilience ( β = 0.128, P < 0.001).This finding validates the mediating role of the intervening variables (self-efficacy and campus belonging) as crucial bridges linking the independent variables (learning environment, learning climate, and social relationships) to the outcome variable (learning resilience). It effectively mediates the effect of independent variables on the outcome variable, providing educational administrators with key evidence-based references for intervening in learning resilience and mobilizing learning engagement strategies. These findings indicate that, with the exception of learning environment and learning climate, which show no significant impact on learning resilience, all other factors exhibit a relatively significant or even highly significant correlation with learning resilience.Meanwhile, the data in Table 5 indicate that individual traits positively influence students' learning resilience through a mediating role and are associated with learning engagement.In this research study, the author also unexpectedly discovered that when examined from their respective individual dimensions, the direct impact of learning environment and learning climate on learning resilience is relatively weak. Table 5 Hypothesis Testing LC -> LR Path coefficient Standard deviation T-value P-value Result 0.017 0.051 0.327 0.744 Not accepted LC -> SE 0.277 0.072 3.857 SBC 0.261 0.065 4.009 LR 0.026 0.043 0.598 0.550 Not accepted LE -> SE 0.123 0.068 1.808 0.071 Not accepted LE -> SBC 0.266 0.058 4.565 LR 0.430 0.058 7.453 LR 0.352 0.068 5.140 LR 0.158 0.054 2.930 SE 0.380 0.078 4.866 SBC 0.363 0.065 5.623 SE->LR 0.119 0.036 3.276 SE->LR 0.053 0.030 1.758 0.079 Not accepted SR->SE->LR 0.163 0.040 4.103 SBC->LR 0.092 0.028 3.250 SBC->LR 0.094 0.027 3.421 SBC->LR 0.128 0.035 3.639 <0.001*** Accepted Note: P <0.05, Significant influence*; P <0.01, Representative influence is relatively significant**༛ P <0.001, The impact is highly significant*** 5.3Discussion This study, grounded in social cognitive theory, triadic interaction theory, and the concept of learning resilience, delves into the mechanisms by which individual characteristics (self-efficacy and sense of belonging) on campus)are formed among college students across different external learning environments, and examines the pathways through which these characteristics influence their levels of learning resilience. By constructing and validating a structural model of “external environment—individual traits—learning resilience,” we revealed the affective orientation and situational basis of college students' personal traits. In terms of specific research findings, external learning environments—particularly learning climate support and social relationship support—have been demonstrated to directly and positively influence students' self-efficacy and sense of belonging on campus .This, in turn, mitigates negative emotions arising from learning adversities and challenges, enhances positive individual learning resilience, stimulates proactive engagement in learning, and predicts favorable learning achievements and academic performance. This key conclusion is strongly supported by the empirical data in this study and partially aligns with relevant findings in the existing literature. From an academic perspective, this clearly demonstrates that in the study of learning environments, the learning climate and social relationships—as significant emotional factors within the external environment—play a substantial role in enhancing students' self-efficacy and sense of belonging on campus. This highlights the mediating effect of personal characteristics (self-efficacy and sense of belonging on campus) on learning resilience. Therefore, by adjusting self-efficacy and sense of belonging on campus, the sustained impact of external learning environments on learning resilience and engagement can be enhanced. Enhancing and optimizing the external learning environment can also influence learning resilience and engagement by providing concrete pathways to boost self-efficacy and sense of belonging on campus, thereby increasing college students' learning confidence and sense of accomplishment. Evidently, identifying and analyzing the highly significant mediating influence of self-efficacy and sense of belonging on campus in linking external learning environments to learning resilience can provide campus administrators with substantive approaches and practices for optimizing educational management. For instance, educational administrators can diversify assessment methods by providing college students with multiple pathways and platforms for self-evaluation and peer assessment. This approach enhances sense of belonging on campus and self-efficacy on campus while offering essential emotional support. Much like in a learning environment brimming with positive energy and fostering collaboration and communication, students are more likely to be influenced by peers and teachers in constructive ways. Consequently, they can calmly and rationally manage negative emotions such as self-doubt and discouragement, even reinforcing positive psychological cues like “I can do it” and " I can do it." Ignite one's own interest and motivation for learning; A strengthened sense of belonging on campus life hinges on a harmonious and supportive network of academic relationships. Educational administrators can foster stable and positive interpersonal connections by creating opportunities for in-class collaborative learning and extracurricular team-based innovative projects, ensuring these relationships develop harmoniously under the reasonable oversight and guidance of management. There is a general acknowledgment that good social connection offers students a chance to express their emotions and also find a way to adapt and regulate them. It will assist them in having a positive and optimistic attitude irrespective of the success or failure in academics, which will promote the ongoing development of the resilience and learning perseverance of individuals. As a result, they exhibit extraordinary learning resilience along with a high level of enthusiasm in their studies. The given study offers more detailed and more definitive information, explaining the working principle under which social interactions and learning climate in the outer surroundings can have a constructive impact on learning resilience by working on personal features (self-efficacy and sense of belonging to the campus). In particular, studies have shown that the resilience of students to learn is strongly associated with their learning environment and social relationships, and it also depends greatly on their individual characteristics. Of them, student self-efficacy is considered as an important emotional basis of learning resilience and is closely aligned with the underlying principles of positive psychology and education. Self-efficacy is derived out of students acknowledging their own capacity to learn and their potential, based on a real love of the learning process and consistent efforts towards gaining knowledge. It is extremely motivating in encouraging students to participate in learning tasks and bravely conquer different hardships and obstacles. A feeling of membership of campus and social relationships contributes to the stability and consistency of self-efficacy, which has a strong positive impact on learning resilience. As an example, properly balanced external rewards, support, and recognition, i.e., as manifestations of sense of belonging to campus, may increase students confidence and sense of achievement to some extent and thus successfully motivate them to develop self-efficacy.Students who have strong social ties have rich learning resources and are well-supported. Their peer support allows them to get better acquainted with course material, evaluate their personal situations, and define their learning aims. This then leads to having the courage to face challenges and improves their capacity to handle academic problems through sustained efforts. Hence, the hypothesis that the individual emotional mechanisms act as mediating factors through which the external environments (learning climate, social relationships) affect learning resilience has been entirely confirmed in the present study. The result confirms the findings of past researches and adds to their results using empirical data. In the context of education, the model allows educational managers to perceive the significance of emotions as factors affecting the results of students in colleges and gives an example of how the mechanisms of learning resilience should be developed. Teachers may use this model by creating a favorable learning atmosphere, promoting a high level of cooperation and communication between students, and developing a friendly relationship between teachers and students. Such a strategy is highly effective in promoting students sense of self-efficacy and sense of belonging on campus, which greatly increases their involvement in learning. At the same time, it also enables college students to have a clear understanding of the synergistic effects between external environmental support, personality characteristics, and learning resilience. It motivates them to put more focus on building learning confidence and actively work on improving their ability to overcome failures. Through the development of learning resilience as a way of coping with academic problems and adversity personally, they are able to develop self-esteem in a positive learning environment and social connections. The procedure helps them to know themselves, acknowledge their worth and go beyond their constraints, and eventually reach higher scores in academics. Certainly, the results of this empirical research can also uncover some findings that require further thought. There was no direct or indirect relationship between the learning environment and self-efficacy or learning resilience. Nevertheless, it needs to be noted that the positive learning environment acts as the situational prerequisite to the development of the learning resilience. It offers the necessary material circumstances of ensuring the maintenance of learning motivation, behavior and emotion, and of transforming them into the tangible actions of learning. Theoretically speaking, the learning environment, being an external learning context at the macro level, ought to play a certain role in students psychological condition, emotional stability, and the formation of resilience. But in the present study, because of some constraints on the available valid sample data of 515 people, such effects were not evident in the results of the study. Researchers have concluded that the restrictions of the sample like lack of variety in the grade level and major as well as geographic differences could have resulted in unforeseen results. Or, considering the intricate processes by which learning environments interact with students self-efficacy and learning resilience, more studies are required to identify particular factors and carry out in-depth research. To sum up, the present discovery can also provide new directions and perspectives to be explored in future, thorough studies of the factors that determine resilience as well as the development of educational policies and mechanisms. 6. Research Significance 6.1 Theoretical Contributions The present study will explore the mechanisms of generating individual characteristics (self-efficacy, sense of belonging to the campus) of college students in various external learning environments and their impact on academic resilience via empirical strategies. We are now able to understand in greater detail the processes of formation and contextual bases of learning resilience in college students, due to the development of the structural model of the relationship between an external context, individual traits, and academic resilience. It does not merely add fresh empirical data to the existing body of knowledge in the sphere of education but offers an alternative theoretical perspective to the field. In particular, our study reveals that the student self-perception of academic and social support may directly and positively affect self-efficacy and sense of belonging on campus, improving the learning resilience level. This result broadens the contextual explanatory ability of the learning resilience theory and enriches the comprehension of the mechanisms of resilience formation. At the same time, incorporating the triadic interaction theory, we have successfully developed a comprehensive model of the relationship between external environment, individual traits and learning resilience. The model offers educational administrators with the main references on how to properly intervene in the process of developing learning resilience among college students. It also serves to help the students to understand how the external environmental support, self-efficacy and learning resilience mechanisms interact with each other to enable them to experience positive learning engagement experience and a sense of achievement which can help them achieve more outstanding academic performance. 6.2 Limitations Even though our study produced significant findings, the sample was restricted to particular areas and kinds of institutions so these findings can be not entirely representative and explanatory of the situations of university students in various areas. Since the current study has a cross-sectional design, we could not adequately reflect the dynamism of individual attributes and academic resilience. It means that our findings cannot cover all the real experiences of students with those changing processes. Even though we try to measure the variables of the study (learning climate, social relationships, etc.) correctly, there will be some measurement errors. This difference is possibly explained by flaws in questionnaire construction, differences in the understanding of respondents, or any other possible factors that could have an effect on self-efficacy and learning resilience in a multifaceted learning environment. 6.3 Research Outlook Future empirical studies in the field will increase its sample size in order to make the results more universal and representative, including a wider geographic region or a more varied range of higher education institutions. This allows us to learn more about the personal features and learning resilience of university students in various situations, thus, discover more universal tendencies of behavior. In addition, the longitudinal tracking research designs are needed to obtain a better insight into the dynamic interaction between the personal attributes and learning resilience. By conducting long-term data gathering, we can better illustrate the actual experiences of students and developmental paths during their learning process, and consequently make more specific and timely suggestions to the educational practice. Moreover, learning resilience intersects with intrinsic motivation, which finally shapes learning engagement and academic achievement. The relationship system between external context-individual traits-learning resilience can be expanded to create a cyclical model of learning engagement and academic achievement in future research. On the issue of measurement tools, future studies should be constantly optimized and improved in terms of measuring variables to minimize errors and enhance research accuracy. It involves other things like coming up with more reliable and valid questionnaire items and combining various forms of data gathering tools such as interviews and observations so as to attain accurate and reliable research results. Lastly, it is important to investigate other possible factors that could impact individual traits and learning resilience in an attempt to develop a more elaborate theoretical framework. Not only does this enrich our knowledge of college-going students learning behavior, but also offers a sounder scientific foundation to the formulation and implementation of educational policies so as to advance and sustain education development. Declarations Funding Declaration : （1）National Social Science Fund Project: “Research on Pathways to Achieve Spatial Justice in Urban Sports in China” (Project No. 24BTY020); （2）Jiangsu Higher Education Philosophy and Social Sciences Research Major Project: “Research on Supporting Environment Construction and Optimization for Deep Integration of National Fitness and Public Health” (Project No. 2023SJZD141); （3）Decision-Making Advisory Project of the General Administration of Sport of China: Research on Strategies for Aging-Friendly Expansion and Optimization of Public Sports Spaces in China's Megacities Against the Background of Accelerating Population Aging（Project No.2025-C-06） Declaration of Competing Interest: The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper. 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The role of AI tools on EFL students' motivation, self-efficacy, and anxiety: Through the lens of control-value theory. Learning and Motivation , 91 , Article 102154. https://doi.org/10.1016/j.lmot.2025.102154 Shao, Y. H., Kang, S. M., Lu, Q., Zhang, C., & Li, R. X. (2024). How peer relationships affect academic achievement among junior high school students: The chain mediating roles of learning motivation and learning engagement. BMC Psychology , 12 (1), Article 278. https://doi.org/10.1186/s40359-024-01780-z Smith, D., Frey, N., & Fisher, D. (2018). A Restorative Climate for Learning. Educational Leadership , 75 (6), 74-78. ://WOS:000436525000013 Van Viersen, S., Psyridou, M., & Torppa, M. (2026). General introduction to the special issue on resilience in learning. Learning and Instruction , 101 , Article 102254. https://doi.org/10.1016/j.learninstruc.2025.102254 Vedechkina, M., & Holmes, J. (2024). Cognitive difficulties following adversity are not related to mental health: Findings from the ABCD study. Development and Psychopathology , 36 (4), 1876-1889. https://doi.org/10.1017/s0954579423001220 Wang, F. M., Huang, P. Q., Xi, Y. Y., & King, R. B. (2025). Fostering resilience among university students: the role of teaching and learning environments. Higher Education . https://doi.org/10.1007/s10734-025-01484-2 Wang, X. C., Gao, Y., Wang, Q. K., & Zhang, P. P. (2024). Fostering Engagement in AI-Mediate Chinese EFL Classrooms: The Role of Classroom Climate, AI Literacy, and Resilience. European Journal of Education , 60 (1), Article e12874. https://doi.org/10.1111/ejed.12874 Wang, Y. X., & Zhang, W. (2024). The relationship between college students' learning engagement and academic self-efficacy: a moderated mediation model. Frontiers in Psychology , 15 , Article 1425172. https://doi.org/10.3389/fpsyg.2024.1425172 Zhang, K., & Cai, Y. Y. (2022). The Effect of Stress on Individuals' Wasting Behavior: The Mediating Role of Impaired Self-Control. Sustainability , 14 (3), Article 1176. https://doi.org/10.3390/su14031176 Zhang, Q. Q., Nie, H., Fan, J. Q., & Liu, H. G. (2025). Exploring the Dynamics of Artificial Intelligence Literacy on English as a Foreign Language Learners' Willingness to Communicate: The Critical Mediating Roles of Artificial Intelligence Learning Self-Efficacy and Classroom Anxiety. Behavioral Sciences , 15 (4), Article 523. https://doi.org/10.3390/bs15040523 Zhang, Y. N., & Wang, X. (2025). The impact of sensory modalities and background information on the emotional resonance of Li Bai's classical poetry. Frontiers in Psychology , 16 , Article 1541680. https://doi.org/10.3389/fpsyg.2025.1541680 Zhou, Z. C., Tran, P. Q., Breister, A. M., Liu, Y., Kieft, K., Cowley, E. S., Karaoz, U., & Anantharaman, K. (2022). METABOLIC: high-throughput profiling of microbial genomes for functional traits, metabolism, biogeochemistry, and community-scale functional networks. Microbiome , 10 (1), Article 33. https://doi.org/10.1186/s40168-021-01213-8 Additional Declarations No competing interests reported. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-9313862","acceptedTermsAndConditions":true,"allowDirectSubmit":false,"archivedVersions":[],"articleType":"Article","associatedPublications":[],"authors":[{"id":625177929,"identity":"4673c785-93c1-4391-bdb0-a0679c6b8b35","order_by":0,"name":"Fangfang Wu","email":"","orcid":"","institution":"Zhejiang Normal University","correspondingAuthor":false,"prefix":"","firstName":"Fangfang","middleName":"","lastName":"Wu","suffix":""},{"id":625177930,"identity":"7add2475-50d2-44f4-8e57-237ad9e79729","order_by":1,"name":"Huanyu Huang","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAA+0lEQVRIiWNgGAWjYBACAxDB2ABmMz5g4EEIEqWF2YBkLWwSyII4gblE8rOHX3ccljeXyDGr/CFzJ7GBvXmbBEPNHZxaLGekmRvLnjlsuHNGjtkNCZ5niQ08x8okGI49w+2wGwlm0pJthxk33ABqMeA5nNgAtE6CseEwHi3p30Ba7EFaChJAWuTfENKSYyb5se1wIkgLwwGwLTwEtJx5UybN2JaevOHMs2LJBp7Dxm08acUWCcfwaDmevk3yZ5u17YbjyRs//uw5LNvPfnjjjQ81uLWAADM4AgUSgBHUA4wdECcBrwagwh8gkv8AkPhBQOkoGAWjYBSMSAAAEFNaWbm4W24AAAAASUVORK5CYII=","orcid":"","institution":"Zhejiang Normal University","correspondingAuthor":true,"prefix":"","firstName":"Huanyu","middleName":"","lastName":"Huang","suffix":""},{"id":625177931,"identity":"ffd38132-a8e1-47e8-9de3-3b78286ce832","order_by":2,"name":"Zirui Zhan","email":"","orcid":"","institution":"Shanghai Academy of Fine Arts, Shanghai University，Shanghai","correspondingAuthor":false,"prefix":"","firstName":"Zirui","middleName":"","lastName":"Zhan","suffix":""}],"badges":[],"createdAt":"2026-04-03 14:24:38","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-9313862/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-9313862/v1","draftVersion":[],"editorialEvents":[{"content":"https://doi.org/10.1038/s41598-026-51060-6","type":"published","date":"2026-05-02T15:58:38+00:00"}],"editorialNote":"","failedWorkflow":false,"files":[{"id":107574133,"identity":"c9bc1511-fb57-4346-a407-b94a8c77e6f6","added_by":"auto","created_at":"2026-04-22 19:29:52","extension":"png","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":64796,"visible":true,"origin":"","legend":"\u003cp\u003eConceptual Model of “External Context-Individual Characteristics-Learning Resilience”\u003c/p\u003e","description":"","filename":"floatimage1.png","url":"https://assets-eu.researchsquare.com/files/rs-9313862/v1/b7a315b20f10a9ba4d384f90.png"},{"id":107706355,"identity":"2e99f48d-b39b-4476-afdc-0f7789f045b9","added_by":"auto","created_at":"2026-04-24 09:17:56","extension":"png","order_by":2,"title":"Figure 2","display":"","copyAsset":false,"role":"figure","size":66746,"visible":true,"origin":"","legend":"\u003cp\u003eConceptual Model\u003c/p\u003e","description":"","filename":"floatimage2.png","url":"https://assets-eu.researchsquare.com/files/rs-9313862/v1/7fd3d683674293e5e739d547.png"},{"id":107574135,"identity":"203d19f6-ccd4-4253-a1a8-d3aa6bcafe5f","added_by":"auto","created_at":"2026-04-22 19:29:52","extension":"png","order_by":3,"title":"Figure 3","display":"","copyAsset":false,"role":"figure","size":72704,"visible":true,"origin":"","legend":"\u003cp\u003ePath Coefficients and R²\u003c/p\u003e","description":"","filename":"floatimage3.png","url":"https://assets-eu.researchsquare.com/files/rs-9313862/v1/e7a8df27b64d8da777ed09df.png"},{"id":108811644,"identity":"432ae3fb-d7a4-4b72-940b-85c21ab4ec26","added_by":"auto","created_at":"2026-05-08 16:06:26","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":863589,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-9313862/v1/42e4fb31-104d-466d-a1cf-5490795e1b69.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"A Study on the Influences of Social Cognitive Theory on College Students' Learning Resilience: Mediating Roles of Academic Self-Efficacy and Perceived Campus Belonging","fulltext":[{"header":"1 Introduction","content":"\u003cp\u003eIn the digital age, higher education has undergone a profound transformation. While digital platforms and ubiquitous internet access offer unprecedented learning resources, they have simultaneously plunged college students into a highly demanding academic environment characterized by cognitive overload and fragmented attention. Furthermore, the increasing reliance on digital interfaces has inadvertently weakened traditional, face-to-face interpersonal interactions, leading to a prevalent sense of \"digital social isolation\" among university students. Behavioral commitment, adaptability, and emotional regulation during the learning process directly influence learning engagement and the willingness to persist in learning (Deng \u0026amp; Chen, \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2025\u003c/span\u003e; G. R. Fan et al., \u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2025\u003c/span\u003e; H. G. Liu et al., \u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e2025\u003c/span\u003e). However, under these dual cognitive and psychosocial pressures, students often find themselves navigating complex academic tasks in a state of emotional detachment, increasingly vulnerable to academic setbacks and self-doubt.\u003c/p\u003e \u003cp\u003eThe consequences of this vulnerability are profound. When confronted with academic difficulties, intense competition, or prolonged negative emotions, students lacking adequate psychological buffers are highly susceptible to superficial learning, behavioral disengagement, or even severe academic burnout. Existing research indicates that learning engagement is closely associated with learning resilience (Huang \u0026amp; Liu, \u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e2025\u003c/span\u003e), and the two exhibit a bidirectional, mutually reinforcing relationship (Abood et al., \u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2025\u003c/span\u003e; Jiao et al., \u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e2025\u003c/span\u003e). Therefore, rather than merely emphasizing surface-level academic engagement, it has become critically urgent for educational administrators to understand and cultivate students' learning resilience. This refers to the psychological quality and capacity enabling individuals to rapidly recover, maintain goals, and proactively adjust strategies to continue engaging in learning when confronted with setbacks, difficulties, stress, and failure (Y. Z. Fan et al., \u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2025\u003c/span\u003e; Feraco et al., \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; Shao et al., \u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). It provides the core emotional foundation that prevents students from abandoning their educational pursuits halfway.\u003c/p\u003e \u003cp\u003eHowever, learning resilience does not develop in isolation; it is shaped by multiple factors including the learning environment, atmosphere, social networks, and individual characteristics (Abood et al., \u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2025\u003c/span\u003e; Huang \u0026amp; Liu, \u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e2025\u003c/span\u003e; Ruospo et al., \u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). According to social cognitive theory, when learning environments satisfy individuals' fundamental psychological needs,such as autonomy, competence, and relatedness,they are more likely to develop intrinsic motivation, leading to higher levels of engagement and persistence (Ge, \u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e2025\u003c/span\u003e; Huang \u0026amp; Liu, \u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e2025\u003c/span\u003e). Simultaneously, the learning atmosphere and social relationships, as crucial components of the learning environment, play a central role in shaping students' adaptive and regulable psychological states (Jiang et al., \u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e2019\u003c/span\u003e; Van Viersen et al., \u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e2026\u003c/span\u003e). A positive learning atmosphere and healthy peer-to-peer and teacher-student relationships not only enhance students' interest in courses but also enable them to make positive subjective judgments regarding task completion (Derakhshan, \u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e2025\u003c/span\u003e; Gao et al., \u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e2025\u003c/span\u003e). In the context of the isolating digital age, we posit that a supportive external ecosystem directly fulfills these psychological needs, thereby reconstructing students' academic self-efficacy and sense of belonging on campus. These internalized individual traits act as the crucial affective drivers that forge robust learning resilience.\u003c/p\u003e \u003cp\u003eTo address this gap in the literature, this study focuses on the intricate generative mechanisms of learning resilience among college students. Using structural equation modeling (SEM), this research aims to: (1) examine the extent to which external contexts (learning environment, learning climate, and social relationships) influence internal affective drivers (self-efficacy and perceived campus belonging); (2) explore how these internal traits mediate the development of learning resilience; and (3) construct and validate a comprehensive \"External Context-Affective Drivers-Learning Resilience\" model. By mapping these multidirectional pathways, this study seeks to provide evidence-based insights for educators and administrators to optimize campus support systems, ultimately empowering students to navigate the complexities and pressures of modern academic life.\u003c/p\u003e"},{"header":"2. Literature Review","content":"\u003cdiv id=\"Sec3\" class=\"Section2\"\u003e \u003ch2\u003e2.1 Social Cognitive Theory\u003c/h2\u003e \u003cp\u003eThe social cognitive theory, which was developed and improved by the American psychologist Albert Bandura in the 1970s, has become a broadly used psychological model in education to analyze the influences that can promote student learning behavior under complicated settings (Y. Z. Fan et al., \u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2025\u003c/span\u003e; Maricuțoiu and Sulea, \u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e2019\u003c/span\u003e; Ryan and Deci, \u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). Social cognitive theory suggests a dynamic, interactive relationship between individual behavior, cognition and environment (Feraco et al., \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). Human beings have a natural inclination to grow and explore actively. Individuals tend to feel more connected to their environment and have a high level of self-identity when external environments meet basic psychological requirements, which increases the likelihood of active participation in learning (Jia and Tu, \u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e2024\u003c/span\u003e; Ruospo et al., \u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). Nevertheless, the process of learning does not always go easy; people might come across obstacles and adversity, and sometimes, they may experience failure or exclusion. The strength of learning resilience of an individual is especially put to test when he or she has the courage to be able to regain confidence in learning after repeated setbacks.\u003c/p\u003e \u003cp\u003eThe social cognitive theory states that the results are not affected or controlled by a sole variable. It confirms that there is a mutual interaction between individual characteristics, behavioral characteristics, and environmental characteristics (Maricuțoiu and Sulea, \u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e2019\u003c/span\u003e; Prananto et al., \u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e2025\u003c/span\u003e). As an example, a student who gets encouragement by teachers and acknowledgment by classmates throughout learning will have more learning reinforcement (strengthening learning motivation and learning behavior). On the contrary, if a student experiences repeated failures and long-term negative emotions associated with learning, they might start to experience self-doubt and self-abandonment thinking, making it hard to revive interest in learning. We also conduct our research on people ability to handle negative emotions, watching and investigating the exact ways to pinpoint leverage points of environment, individual characteristics, and behavior. Its purpose is to help education managers and students to regulate and intervene the learning in order to achieve positive learning outcomes. This theory highlights the importance of the idea that individuals can control their own behavior through self-control instead of being submissive to environmental factors (G. R. Fan et al., \u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2025\u003c/span\u003e; Y. Z. Fan et al., \u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2025\u003c/span\u003e). Self-regulation allows individuals to keep up with the behaviors that are consistent with social norms or personal goals without any external rewards or punishment (Ji et al., \u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e2025\u003c/span\u003e; Shao et al., \u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). This implies that variables like learning environment, academic environment, and social relationships can affect learning resilience by having an effect on individual characteristics (self-efficacy, campus belonging) of students, which keeps changing the level of learning engagement (Greene et al., \u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e2018\u003c/span\u003e; Grotzinger et al., \u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e2019\u003c/span\u003e; Zhou et al., \u003cspan citationid=\"CR56\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). As a result, to increase the level of learning engagement and academic performance of students, schools need to pay attention to developing an external environment that is able to promote learning resilience. This would imply fulfilling essential psychological requirements of students, changing learning behaviors, and encouraging learning motivation of students by influencing individual characteristics, i.e., self-efficacy and campus belonging.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec4\" class=\"Section2\"\u003e \u003ch2\u003e2.2 Triadic Interaction Determinism\u003c/h2\u003e \u003cp\u003eTriadic interaction determinism is a central tenet of social cognitive theory which states that individual characteristics, behavioral determinants, and environmental determinants are mutually exclusive but mutually interdependent to determine behavior, not controlled by any one determinant (G. R. Fan et al., \u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2025\u003c/span\u003e; Prananto et al., \u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e2025\u003c/span\u003e). The present research views learning environment, learning atmosphere as well as social relationships as environmental factors, self-efficacy (trust in academic success) as an individual characteristic, and learning resilience (flexibility and perseverance during difficulties) as a behavioral reaction.\u003c/p\u003e \u003cp\u003eTriadic interactionism posits that individual characteristics, environmental conditions, and behavioral performance are not related to each other in a simplistic manner, but instead there is a multidirectional, active and cyclical triangle of relations between them (Benight et al., \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2018\u003c/span\u003e; Wang et al., \u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e2025\u003c/span\u003e). Learners are more prone to demonstrate high learning resilience when placed in situations where the activities in the learning process can be seen as meaningful, encounter moderate difficulties and receive assistance by a variety of sources (Jiao et al., \u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e2025\u003c/span\u003e; Zhang and Cai, \u003cspan citationid=\"CR53\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). This research thus considers the concept of learning resilience as the main outcome variable which is going to be measured on the effect of the environment on individual behavioral reactions based on the triadic interactionist theory. The goal is to investigate and affirm students\u0026rsquo; capability to overcome failures and resist pressure in the learning process and, consequently, disclose the very essence of the mechanisms of improving learning resilience. Through this theoretical framework, we can more accurately grasp how to optimize learning environments and stimulate individual traits to shape students' learning resilience, addressing core issues in educational practice such as insufficient learning motivation and low engagement.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec5\" class=\"Section2\"\u003e \u003ch2\u003e2.3 Self-Efficacy\u003c/h2\u003e \u003cp\u003eSelf-efficacy refers to an individual's subjective judgment and belief regarding their ability to successfully complete a task. It influences an individual's choice of behavior, level of effort, and persistence (Huang \u0026amp; Liu, \u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e2025\u003c/span\u003e; Jia \u0026amp; Tu, \u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e2024\u003c/span\u003e; J. R. Liu et al., \u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e2025\u003c/span\u003e). Bandura proposed that self-efficacy primarily develops through four sources: the most direct influence of one's own success or failure in practice; the most relevant success or failure experiences of others similar to oneself; the most empathetic encouragement, advice, and evaluations from others; and one's management of emotions-particularly the control of negative emotions and self-regulation of psychological imbalance (Low et al., \u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e2025\u003c/span\u003e; Maricuțoiu \u0026amp; Sulea, \u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e2019\u003c/span\u003e; Zhang et al., \u003cspan citationid=\"CR54\" class=\"CitationRef\"\u003e2025\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eSelf-efficacy is not a static personality trait.It changes over time due to individual experiences and shifts in the environment (Shao, \u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e2025\u003c/span\u003e; Wang and Zhang, \u003cspan citationid=\"CR52\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). One successful experience can quickly boost one self-efficacy, which can surpass one real level of capability. A sequence of failures, however, might result in serious frustration and self-doubt, leading people to underestimate their skills significantly or even incorrectly evaluate their skills. Students might show great learning resilience and enjoy the situation when experiencing high self-efficacy and facing unexpected challenges or obstacles (Huang and Liu, \u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e2025\u003c/span\u003e; J. R. Liu et al., \u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e2025\u003c/span\u003e). So, this research considers self-efficacy as the emotional basis and takes the concept of learning resilience as the final variable. The purpose of this research is to investigate in detail and confirm students adaptive and regulatory actions, persistence, and negative emotion regulation in the learning process, identifying the underlying principles that can be used to improve the learning resilience. With the help of this framework, we will be able to obtain a more precise vision of what needs to be done to create optimal learning conditions, academic climates, and interpersonal relationships to trigger self-efficacy and thus develop students academic resilience, and solve fundamental problems like lack of motivation to learn and low involvement.\u003c/p\u003e \u003c/div\u003e"},{"header":"3. Objectives and Hypotheses","content":"\u003cdiv id=\"Sec7\" class=\"Section2\"\u003e \u003ch2\u003e3.1 Research Objectives\u003c/h2\u003e \u003cp\u003eThe purpose of this paper is to examine, under the framework of social cognitive theory, triadic interactionism as well as the bridging function of self-efficacy, the extent to which college students perceptions of learning environment, academic atmosphere and social connection are predictive of their learning resilience; if learning self-efficacy and campus belonging could play an important role as mediators between perceived external learning environment and learning resilience; and what external environmental variables have the highest contribution to improving student self-efficacy and learning ecosystem resilience. To sum up, the authors methodologically discuss the generative processes of learning resilience of college students in various external learning conditions via an environment-individual-behavior logical chain, especially confirming the mediating link of learning self-efficacy in the context of external ecological assistance and resilience behavior. Structural equation modeling (SEM) is used in this research by showing how learning environment, academic atmosphere and social relationships interact to support the process of building students self-belief. It allows them to control and control the negative feelings that come with academic hardship and difficulties, develop positive self-reflection and flexibility, continue the learning process and reach the stage of self-transcendence. As it has been shown in Fig.\u0026nbsp;\u003cspan refid=\"Fig1\" class=\"InternalRef\"\u003e1\u003c/span\u003e.\u003c/p\u003e \u003cp\u003e \u003c/p\u003e \u003cp\u003eIn order to further clarify the connection between particular extrinsic environmental factors and personal traits, and the interaction between such variables in determining the learning resilience outcome, researchers categorized indicators in all dimensions (refer to Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e).\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eItem Dimensions and Indicator Codes\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"3\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eDimension\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eIndicator Number\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eTitle Statement\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"4\" rowspan=\"5\"\u003e \u003cp\u003eLearning Environment (LE)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eLE1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eThe university\u0026rsquo;s administrative and support services (e.g., course registration, dormitory services, and technical support) effectively support my learning.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eLE2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eThe university\u0026rsquo;s course arrangements and academic policies are fair to students.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eLE3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eI believe that the university provides sufficient learning resources (e.g., libraries, study rooms, and internet access).\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eLE4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eI feel that the campus environment stimulates my motivation to learn.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eLE5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eI believe that the university\u0026rsquo;s learning environment is safe, clean, and conducive to focused study.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"4\" rowspan=\"5\"\u003e \u003cp\u003eLearning Climate (LC)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eLC1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eIn class, teachers encourage us to express our own views and ideas.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eLC2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eThe learning climate in my class or course is positive, and my classmates take their studies seriously.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eLC3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eI often receive helpful feedback from teachers that helps me improve my learning.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eLC4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eI feel that teachers genuinely care about students\u0026rsquo; learning and development.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eLC5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eThe assignments and tasks provided by teachers are appropriately challenging and stimulate my interest in learning.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"4\" rowspan=\"5\"\u003e \u003cp\u003eSocial Relationships (SR)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSR1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eI have positive relationships with my classmates, and we support and help one another.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSR2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eI have good communication and interaction with my teachers.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSR3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eAt school, I have people whom I can trust and confide in.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSR4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eI feel accepted and respected on campus.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSR5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eWhen I encounter learning difficulties, I can obtain timely help from my peers.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"5\" rowspan=\"6\"\u003e \u003cp\u003eSelf-Efficacy (SE)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSE1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eI am confident that I can master the most essential and challenging knowledge in my current major courses.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSE2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eI am certain that I possess the intelligence and ability required to achieve excellent academic performance.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSE3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eEven when the learning content is highly complex, I believe that I can eventually understand and master it well.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSE4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eEven when academic tasks are very demanding, I believe that I can complete them on time through effort.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSE5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eWhen I encounter bottlenecks or setbacks in learning, I am confident that I can find solutions.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSE6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eI believe that I can flexibly adjust my learning strategies to cope with the challenges of different courses.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"5\" rowspan=\"6\"\u003e \u003cp\u003eSense of Belonging on campus(SBC)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSBC1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eI feel that I am truly a part of this university, have a strong sense of presence here, and am proud of it.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSBC2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eI identify with this university\u0026rsquo;s campus culture, academic culture, and educational philosophy.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSBC3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eEven if I could choose again, I would still choose the university I am currently attending.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSBC4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eI believe that the overall campus atmosphere is positive and inclusive, making it comfortable to study here.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSBC5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eI believe that teachers and students at this university respect one another, are friendly, and maintain harmonious relationships.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSBC6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eI believe that this university has a strong academic atmosphere and that my views are respected and supported.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec8\" class=\"Section2\"\u003e \u003ch2\u003e3.2 Research Hypotheses\u003c/h2\u003e \u003cp\u003eThe research claims that external environmental support, which means learning environment (LE), learning climate (LC), and social relationships (SR), can be used to influence and enhance students\u0026rsquo; learning resilience in a positive manner through the mediating role of self-efficacy and campus belonging. It also promotes the learning involvement of students so as to ensure they attain important academic achievements. According to the available literature, it is evident that students being exposed to an external learning environment that is resource-rich, has a strong learning atmosphere, and positive social relationships show improved proactive and persistence in their studies. Their enthusiasm towards learning remains constant throughout the learning process, they regulate their emotions in a positive way whenever they face academic challenge and obstacles, and they eventually have more composed behaviors in learning and achieve higher academic results (Jia and Tu, \u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e2024\u003c/span\u003e; Maricuțoiu and Sulea, \u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e2019\u003c/span\u003e; Shao, \u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e2025\u003c/span\u003e; Zhang et al., \u003cspan citationid=\"CR54\" class=\"CitationRef\"\u003e2025\u003c/span\u003e). Then this study assumes that an excellent quality external environment has provided students with necessary learning conditions, a comfortable learning environment and positive social relations. These factors might trigger their interest and motivation in learning on an intrinsic level and change learning to be an unconscious, spontaneous and autonomous act which leads to positive learning results. Nevertheless, other studies based exclusively on internal factors do not completely represent the complex interplay between the individual features and learning resilience (Y.Z. Fan et al., \u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2025\u003c/span\u003e; Van Viersen et al., \u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e2026\u003c/span\u003e). Thus, in this study, the independent variables are the external environment (learning environment, learning atmosphere, social relationships) and the mediating variables are individual characteristics in the learning ecosystem (self-efficacy, campus belonging), and the outcome variables are learning resilience (persistence, self-reflection and adaptability, negative emotion regulation). It explores the power of these three sets of variables and their particular indicators over each other and their mutual interactions. The research especially investigates the predictive value of mediating variables upon outcome variables and if different levels of learning resilience affect perceptions of learning engagement and academic success. To sum up, the results will enable educational administrators to learn more about the intrinsic relationship between the concepts of learning environment-individual characteristics-learning resilience, making clear why learning resilience matters in terms of learning engagement and academic performance. This will enable the optimization and adaptation of daily teaching intervention strategies to enhance the development of good and long-lasting learning attitudes in students and thus, achieve positive academic performance. In light of this, the researcher has mapped the relationships among the six variables involved in the study, as shown in Fig.\u0026nbsp;\u003cspan refid=\"Fig2\" class=\"InternalRef\"\u003e2\u003c/span\u003e.\u003c/p\u003e \u003cp\u003e \u003c/p\u003e \u003cdiv id=\"Sec9\" class=\"Section3\"\u003e \u003ch2\u003e3.2.1 Learning Environment Perception and Self-Efficacy, Sense of Belonging to Campus\u003c/h2\u003e \u003cp\u003eExisting research indicates that when students perceive external environmental support, they develop a strong motivation to learn (Chen et al., \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2025\u003c/span\u003e; Zhang \u0026amp; Wang, \u003cspan citationid=\"CR55\" class=\"CitationRef\"\u003e2025\u003c/span\u003e).This positive external feedback not only safeguards learning outcomes but also indirectly enhances intrinsic self-efficacy and campus belonging, thereby boosting learning resilience to overcome and navigate academic adversities and challenges (Lambert et al., \u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e2019\u003c/span\u003e; McLaughlin et al., \u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e2019\u003c/span\u003e; Vedechkina \u0026amp; Holmes, \u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e2024\u003c/span\u003e).Numerous studies indicate that a positive learning environment and atmosphere can stimulate students' curiosity and desire to explore, enhancing their self-efficacy in simple terms, igniting their passion for learning and boosting their confidence (Bathgate et al., \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2014\u003c/span\u003e; Kojima, \u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e2016\u003c/span\u003e; McLaughlin, \u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e2020\u003c/span\u003e).In general, the more advantageous the learning environment and the richer the learning resources available to students, the more confident and composed they become in their studies, ultimately achieving higher academic performance (Alyahyan \u0026amp; D\u0026uuml;steg\u0026ouml;r, \u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e2020\u003c/span\u003e; Duan et al., \u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2025\u003c/span\u003e; Mahoney et al., \u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Mishra, \u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). Based on this, we hypothesize that:\u003c/p\u003e \u003cp\u003eH1: Perceived learning environment support has a sustained positive impact on self-efficacy.\u003c/p\u003e \u003cp\u003eH1a: Perceived learning environment support positively contributes to developing a strong sense of belonging on campus.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec10\" class=\"Section3\"\u003e \u003ch2\u003e3.2.2 Learning Climate, Social Relationships, and Self-Efficacy and Sense of Belonging on Campus\u003c/h2\u003e \u003cp\u003eA positive learning environment and active social interactions enable students to feel supported and encouraged by others during their studies, thereby enhancing individual learning confidence and further fostering strong learning resilience (Price, \u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e2012\u003c/span\u003e). The learning climate and the sense of belonging and conviction within the learning community serve as crucial pillars for self-efficacy and sense of belonging on Campus (Smith et al., \u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e2018\u003c/span\u003e). Given this, we hypothesize that:\u003c/p\u003e \u003cp\u003eH2: The learning climate positively influences self-efficacy.\u003c/p\u003e \u003cp\u003eH2a: The learning climate positively influences sense of belonging on campus.\u003c/p\u003e \u003cp\u003eH3: Positive social relationships positively influence self-efficacy.\u003c/p\u003e \u003cp\u003eH3a: Positive social relationships positively influence sense of belonging on campus.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec11\" class=\"Section3\"\u003e \u003ch2\u003e3.2.3 Individual Traits (Self-Efficacy, Sense of Belonging on Campus) Perception and Learning Resilience\u003c/h2\u003e \u003cp\u003eAccording to existing research, both self-efficacy and sense of belonging on campus can promote students to develop strong learning resilience (Huang \u0026amp; Kou, \u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e2025\u003c/span\u003e; Kumar \u0026amp; De, \u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e2025\u003c/span\u003e).Learning resilience, as an underlying force driving student learning behaviors, has a positive effect on promoting learning engagement (Wang et al., \u003cspan citationid=\"CR51\" class=\"CitationRef\"\u003e2024\u003c/span\u003e).Based on this, we hypothesize that underlying individual traits (self-efficacy, campus belonging) exert a significant positive influence on students' learning resilience. Specifically:\u003c/p\u003e \u003cp\u003eH4b: Self-efficacy is positively correlated with learning resilience (persistence, self-reflection, adaptability, and negative emotion regulation).\u003c/p\u003e \u003cp\u003eH6b: Sense of belonging on campus is positively correlated with learning resilience (persistence, self-reflection, adaptability, and negative emotion regulation).\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec12\" class=\"Section3\"\u003e \u003ch2\u003e3.2.4 External Environment (Learning Environment, Learning Climate, Social Relationships) Support and Learning Resilience\u003c/h2\u003e \u003cp\u003ePrevious studies have confirmed that external learning environments (learning environment, learning atmosphere, social relationships) exert a significant influence on students' learning resilience (Fang et al., \u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e2025\u003c/span\u003e; Nandanwar \u0026amp; Katarya, \u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). External environmental support primarily encompasses perceptions of the learning environment, learning climate, and social relationships, all of which contribute to varying degrees to the development of students' learning resilience. Based on this, we hypothesize that:\u003c/p\u003e \u003cp\u003eH4: A positive learning environment has a beneficial impact on learning resilience (consistency, self-reflection, adaptability, and negative emotion management).\u003c/p\u003e \u003cp\u003eH5: A positive learning atmosphere has a beneficial impact on learning resilience (consistency, self-reflection, adaptability, and negative emotion management).\u003c/p\u003e \u003cp\u003eH6: Positive social relationships have a beneficial impact on learning resilience (consistency, self-reflection, adaptability, and negative emotion management).\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec13\" class=\"Section3\"\u003e \u003ch2\u003e3.2.5 Mediating Mechanisms Between External Environment and Learning Resilience\u003c/h2\u003e \u003cp\u003eBased on social cognitive theory's triadic interactionism, environmental factors do not directly determine behavioral outcomes but exert indirect influence through individuals' cognitive and emotional processes (i.e., \u0026ldquo;subjective factors\u0026rdquo;). This study posits that self-efficacy and sense of belonging on campus play a crucial mediating role between external environmental support (learning environment, learning climate, social relationships) and learning resilience.\u003c/p\u003e \u003cdiv id=\"Sec14\" class=\"Section4\"\u003e \u003ch2\u003e3.2.5.1 Mediating Role Hypothesis of Self-Efficacy\u003c/h2\u003e \u003cp\u003eSelf-efficacy is an individual's belief in their ability to accomplish specific tasks. According to Bandura's theory, supportive feedback from the external environment\u0026mdash;such as encouragement from teachers, mutual assistance from peers, and readily available learning resources\u0026mdash;serves as a crucial source for enhancing an individual's self-efficacy. Existing research indicates that positive teacher-student relationships, as a key environmental factor, can effectively enhance students' learning motivation and self-efficacy (H. G. Liu et al., \u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e2025\u003c/span\u003e).When college students perceive a positive learning environment and strong interpersonal relationships, they reinforce their belief in \u0026ldquo;I can do it\u0026rdquo; through vicarious experiences and verbal persuasion. The improved self-efficacy will be a very effective type of internal psychological capital that allows students to demonstrate increased resilience and persistence in the face of academic challenges. Investigations conducted by Huang and Liu (Huang and Liu, \u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e2025\u003c/span\u003e; Jiao et al., \u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e2025\u003c/span\u003e) have established a high correlation between self-efficacy and learning resilience with self-efficacy acting as the emotional base to bring out resilient responses. Additionally, Jiao et al. (\u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e2025\u003c/span\u003e) also found that self-efficacy plays a crucial mediating role between motivation and psychological resilience. In other words, the external environment must first be transformed into internal confidence before resilience can ultimately be enhanced. Based on this, the following hypothesis is proposed:\u003c/p\u003e \u003cp\u003eH7a: Self-efficacy mediates the relationship between \u0026ldquo;perceived learning environment\u0026rdquo; and \u0026ldquo;learning resilience.\u0026rdquo;\u003c/p\u003e \u003cp\u003eH7b: Self-efficacy mediates the relationship between \u0026ldquo;perceived learning climate\u0026rdquo; and \u0026ldquo;learning resilience.\u0026rdquo;\u003c/p\u003e \u003cp\u003eH7c: Self-efficacy mediates the relationship between \u0026ldquo;perceived social relationships\u0026rdquo; and \u0026ldquo;learning resilience.\u0026rdquo;\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec15\" class=\"Section4\"\u003e \u003ch2\u003e3.2.5.2Mediating Role Hypothesis of sense of belonging on Campus\u003c/h2\u003e \u003cp\u003eA sense of belonging on campus refers to the degree to which students psychologically feel accepted, respected, and supported by the school community. According to self-determination theory, this sense of belonging serves as a crucial emotional prerequisite for student engagement in learning activities.A high-quality academic environment and supportive social network directly fulfill students' fundamental psychological needs, thereby fostering a strong sense of belonging on campus .As shown by Shao et al. (\u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e2024\u003c/span\u003e), peer relations and other environmental conditions play a significant role in determining the psychological welfare and academic achievements of students through chain-mediated mechanisms. The feeling of safety in the face of academic failures is very helpful when students have a strong sense of belonging on campus. Gao et al. (J. R. Liu et al., \u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e2025\u003c/span\u003e; Mtshweni, \u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e2024\u003c/span\u003e) state that the satisfaction of fundamental psychological requirements, including belonging, may foster learning involvement along the path of resilience. More significantly, the study of Mtshweni (\u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e2024\u003c/span\u003e) confirms the mediation of campus belonging in the link between emotional adjustment and academic persistence (an indicator of resilience) in a chain form. Thus, the development of learning resilience is also promoted indirectly by an external environmental support which enhances students psychological sense of belonging. On this basis, the hypothesis formulated is:\u003c/p\u003e \u003cp\u003eThe feeling of belonging on campus is a mediating variable between perceived learning environment and learning resilience.\u003c/p\u003e \u003cp\u003eH8a: sense of belonging to campus is a mediation between the perceived learning climate and learning resilience.\u0026rdquo;\u003c/p\u003e \u003cp\u003eH8b: sense of belonging on campus mediates the relationship between \u0026ldquo;perceived social relationships\u0026rdquo; and \u0026ldquo;learning resilience.\u0026rdquo;\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e \u003c/div\u003e"},{"header":"4. Research Methods","content":"\u003cdiv id=\"Sec17\" class=\"Section2\"\u003e \u003ch2\u003e4.1 Scale Development\u003c/h2\u003e \u003cp\u003eTo collect comprehensive data from students at Zhejiang Normal University, we designed a 37-item survey questionnaire, with some items adapted from commonly used Likert scales. Over half of the questionnaire items were used to assess the six variables involved in this study, while others were used to evaluate demographic questions.Among these, the fourteen items regarding external environmental perception were adapted from existing literature (Acosta-Gonzaga, \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; Maricutoiu \u0026amp; Sulea, \u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e2019\u003c/span\u003e).The twelve items on perceived self-efficacy and campus belonging were adapted from two papers (Chen et al., \u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; de Araujo et al., \u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2023\u003c/span\u003e) to examine the extent to which self-efficacy and sense of belonging on campus are influenced by external environments, as well as to identify factors positively correlated with each construct.The remaining items focus on examining whether the external environment, mediated through self-efficacy and sense of belonging on campus, influences learning resilience. This, in turn, may further drive college students' learning engagement and help them achieve positive academic performance.To ensure reliability and content validity, questionnaire items were developed primarily by adapting existing measurement scales and underwent rigorous validation procedures.Regarding the issue of consistency between the Chinese and English questionnaires, the researchers first translated the questionnaire from English into Chinese, then back-translated it into English to confirm conceptual equivalence. The final Chinese translation was reviewed and calibrated by two experts in the relevant field.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec18\" class=\"Section2\"\u003e \u003ch2\u003e4.2 Data Collection\u003c/h2\u003e \u003cp\u003eIn January 2026, researchers employed a non-probability snowball sampling method to conduct an online electronic questionnaire survey using the domestic Questionnaire Star platform.Regarding questionnaire distribution, the researchers contacted faculty members at Zhejiang Normal University via WeChat and requested their assistance in forwarding the electronic survey to university students.The total number of questionnaires that have been distributed and collected is 620. When submissions with abnormalities and responses that are filled out in less than 60 seconds are removed, the remaining 515 valid questionnaires are obtained, which gives a response rate of 83 percent.\u003c/p\u003e \u003cp\u003eThe privacy and security of data and information provided by respondents were safeguarded through various measures undertaken by researchers to guarantee the confidentiality of information. Researchers, for example, have anonymized all the responses and encoded and encrypted the data. According to the ethical guidelines of conducting questionnaire surveys, researchers provided a short description of the aim of the study and listed the questions to be asked to respondents before starting the survey. The researchers followed the principle of voluntary involvement of respondents after handing out the questionnaires and made it clear that the data would be used in academic research only to enable the smooth conduct of the survey. All methods were carried out in accordance with relevant guidelines and regulations. All experimental protocols were approved by the institutional ethics committee of Zhejiang Normal University (Review Number: ZSRT2026077). Informed consent was obtained from all subjects involved in the study.\u003c/p\u003e \u003c/div\u003e"},{"header":"5. Results","content":"\u003cp\u003eAccording to Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e, the demographic information shows that of the 515 individuals, 240 were men (46.60 percent) and 275 were women (53.40 percent), which is a fairly equal share of males and females. First-year students made up 54.86 percent of the total number of respondents in the questionnaire survey, with second- and third-year students making up 44.47 percent of all respondents.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab2\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eDemographics (N\u0026thinsp;=\u0026thinsp;515)\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"3\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eVariable\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eFrequency\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003ePercentage %\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eGender\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e240\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e46.6\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e275\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e53.4\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eGrade\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eFreshman\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e281\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e54.56\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSophomore\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e175\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e33.98\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eJunior\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e54\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e10.49\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSenior\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e00.77\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eWeekly Learning Hours\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u0026le;\u0026thinsp;5hours\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e103\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e20\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e5-10hours(excluded 10hours)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e191\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e37.09\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e10-15hours(excluded 15hours)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e106\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e20.58\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e15\u0026ndash;20小时hours(excluded 20hours)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e53\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e10.29\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u0026ge;\u0026thinsp;20hours\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e62\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e12.04\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePrimary learning methods\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSelf-directed learning\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e492\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e95.53\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eGroup learning\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e78\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e15.15\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eClassroom lectures\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e292\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e56.7\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eOnline learning\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e230\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e44.66\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eTutoring classes, etc.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e17\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e3.3\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eOther (online courses)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e10\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e1.94\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eWhether or not to join school clubs\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eYes\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e303\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e58.83\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eNo\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e212\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e41.17\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cdiv id=\"Sec20\" class=\"Section2\"\u003e \u003ch2\u003e5.1 Measurement Model\u003c/h2\u003e \u003cp\u003eAs shown in Table\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e, the Cronbach's alpha coefficients and composite reliability for all constructs met the requirements, with values\u0026gt;0.70.Then we employed the four tests recommended by Hair, J. F. et al. to examine convergent validity and discriminant validity (Hair, J. F. et al., \u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e2017\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eTest 1: As shown in Table\u0026nbsp;\u003cspan refid=\"Tab4\" class=\"InternalRef\"\u003e4\u003c/span\u003e, the mean variance extracted values for all constructs exceeded 0.50, surpassing the threshold recommended by Hair, J. F. et al (\u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e2017\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eTest 2: As shown in Table\u0026nbsp;\u003cspan refid=\"Tab4\" class=\"InternalRef\"\u003e4\u003c/span\u003e, the square roots of the AVE values for each construct exceeded their respective off-diagonal correlations, which generally aligns with the recommendations of Hair, J. F. et al (\u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e2017\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eTest 3: As shown in Table\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e, the loadings for each item exceeded 0.70, consistent with the findings reported by James F. Hair Jr. et al.\u003c/p\u003e \u003cp\u003eTest 4: Based on the method proposed by Hair, J. F. et al (\u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e2017\u003c/span\u003e)., we evaluated the heterothetic-to-homothetic ratio (HTMT). This is achieved by dividing the average correlation between different constructs by the average correlation among indicators within the same construct.Upon examination, the HTMT values for all established variables fell below the 0.90 threshold recommended by Hair, J. F. et al. (In most cases, an HTMT value below 0.90 is acceptable for establishing discriminant validity, particularly when constructs are closely related\u0026mdash;such as emotional and cognitive dimensions\u0026mdash;where the threshold may be relaxed to 0.90).In summary, these results indicate that the measurement exhibits satisfactory convergent validity and discriminant validity.\u003c/p\u003e \u003cp\u003eAlthough the mean HTMT scores for some constructs approached or reached the lenient threshold of 0.90 (e.g., campus belonging and learning resilience), this study employed the HTMT Inference method to rigorously validate empirical differences between constructs.Results from 5,000 bootstrap resampling analyses indicate that the upper bounds of the 95% bias-corrected confidence intervals for HTMT values across all constructs are all less than 1 (with the highest value being 0.935), and none of the confidence intervals include 1. This provides strong evidence that the model in this study possesses good discriminant validity.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab3\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 3\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eConstruct Measurement and Confirmatory Factor Analysis\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"8\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c8\" colnum=\"8\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eDimension\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eIndicator\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eMean\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eStandard deviation\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eFactor\u003c/p\u003e \u003cp\u003eLoadings\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003eCronbach's Alpha\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c7\"\u003e \u003cp\u003eCR\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c8\"\u003e \u003cp\u003eAVE\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eLE\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eLE1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e4.458\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.768\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.901\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.937\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e0.952\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e \u003cp\u003e0.798\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eLE2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e4.458\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.752\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.899\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eLE3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e4.277\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.914\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.892\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eLE4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e4.227\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.946\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.863\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eLE5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e4.301\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.856\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.911\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eLC\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eLC1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e4.323\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.827\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.907\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.934\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e0.953\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e \u003cp\u003e0.836\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eLC2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e4.269\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.848\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.933\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eLC3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e4.237\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.871\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.919\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eLC4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e4.253\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.860\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.897\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSR\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSR1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e4.410\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.815\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.916\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.946\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e0.959\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e \u003cp\u003e0.823\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSR2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e4.448\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.759\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.919\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSR3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e4.380\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.823\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.919\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSR4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e4.371\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.822\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.907\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSR5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e4.285\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.952\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.875\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSE\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSE1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e4.084\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.883\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.884\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.960\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e0.968\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e \u003cp\u003e0.833\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSE2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e4.110\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.902\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.890\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSE3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e4.157\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.873\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.941\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSE4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e4.173\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.882\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.915\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSE5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e4.179\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.859\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.928\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSE6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e4.175\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.866\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.917\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSBC\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSBC1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e4.030\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.962\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.846\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.952\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e0.962\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e \u003cp\u003e0.807\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSBC2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e4.175\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.903\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.912\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSBC3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e4.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e1.037\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.875\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSBC4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e4.237\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.871\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.932\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSBC5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e4.297\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.804\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.896\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSBC6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e4.281\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.841\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.928\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab4\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 4\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eHTMT Validity Analysis\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"7\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eSBC\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSBC\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eLC\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eLE\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eLR\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003eSE\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c7\"\u003e \u003cp\u003eSR\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eLC\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.829\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eLE\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.815\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.868\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eLR\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.900\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.791\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.761\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSE\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.842\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.735\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.689\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.894\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSR\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.839\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.895\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.857\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.821\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.747\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec21\" class=\"Section2\"\u003e \u003ch2\u003e5.2 Hypothesis Testing\u003c/h2\u003e \u003cp\u003eWe employed a self-service approach to test the hypotheses of the structural equation model. First, we calculated the variance inflation factor (VIF) using Smart-PLS3.None of the VIF values exceeded 5, indicating no multicollinearity issues. The R\u0026sup2; values for self-efficacy, campus belonging, and learning resilience were 0.544, 0.700, and 0.825, respectively, indicating that the model possesses acceptable explanatory power. Based on the structural equation modeling analysis results: The relationship hypotheses between individual traits (self-efficacy, sense of belonging on campus) and learning resilience (H4b, H6b), learning climate, and social relationships; between self-efficacy (H2, H3), learning environment, learning climate, and social relationships; and between learning environment, learning climate, social relationships, and sense of belonging on campus (H1a, H2a, H3a) were all accepted. The relationship hypothesis between external environmental support, such as learning climate and learning resilience (H5), and learning environment and learning resilience (H4) was not accepted. The relationship hypothesis between external environmental support, such as learning environment and self-efficacy (H1), was not accepted.\u003c/p\u003e \u003cp\u003eAs shown in Table\u0026nbsp;\u003cspan refid=\"Tab5\" class=\"InternalRef\"\u003e5\u003c/span\u003e, the results of testing the hypotheses regarding the correlations among factors influencing learning resilience are as follows: Self-efficacy and senseofbelonging on campus exhibit highly significant correlations with learning resilience at the \u003cem\u003eP\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;0.001 level; learning climate shows no significant correlation with learning resilience at the \u003cem\u003eP\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;0.05 level; Social relationships and learning resilience exhibit a significant correlation at the \u003cem\u003eP\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;0.01 level; however, the relationship between learning environment and learning resilience is not significant at the \u003cem\u003eP\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;0.05 level. It follows that the mediating variables \u0026ldquo;self-efficacy\u0026rdquo; and \u0026ldquo;sense of belonging on campus\u0026rdquo; are positively correlated with \u0026ldquo;learning resilience.\u0026rdquo;Empirical evidence confirms that these two factors can predict learning outcomes resulting from enhanced learning resilience. As a single factor representing external environmental support, the learning environment does not significantly influence the development of learning resilience. However, both the learning environment and social relationships exert positive influences on the development of learning resilience at the individual level. This demonstrates that emotional and cognitive factors can provide sustained, reflective, and adaptive motivation for emotional management among college students at the psychological level.\u003c/p\u003e \u003cp\u003eThe path analysis results in Fig.\u0026nbsp;\u003cspan refid=\"Fig3\" class=\"InternalRef\"\u003e3\u003c/span\u003e support most of the hypothesized relationships in our model, but some paths did not reach the level of significance. Perceived learning environment support showed no significant correlation with self-efficacy (\u003cem\u003eβ\u0026thinsp;=\u003c/em\u003e\u0026thinsp;0.123, \u003cem\u003eP\u003c/em\u003e\u0026thinsp;\u0026gt;\u0026thinsp;0.05) or learning resilience (\u003cem\u003eβ\u003c/em\u003e\u0026thinsp;=\u0026thinsp;0.026, \u003cem\u003eP\u003c/em\u003e\u0026thinsp;\u0026gt;\u0026thinsp;0.05), yet exhibited a highly significant correlation with sense of Belonging on campus(\u003cem\u003eβ\u003c/em\u003e\u0026thinsp;=\u0026thinsp;0.266, \u003cem\u003eP\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;0.001). The learning climate exerted highly significant effects on both self-efficacy (\u003cem\u003eβ\u003c/em\u003e\u0026thinsp;=\u0026thinsp;0.227, \u003cem\u003eP\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;0.001) and sense of Belonging on campus(\u003cem\u003eβ\u003c/em\u003e\u0026thinsp;=\u0026thinsp;0.261, \u003cem\u003eP\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;0.001), but its correlation with learning resilience was not significant (\u003cem\u003eβ\u003c/em\u003e\u0026thinsp;=\u0026thinsp;0.017, \u003cem\u003eP\u003c/em\u003e\u0026thinsp;\u0026gt;\u0026thinsp;0.05).Social interaction exerts a highly significant positive influence on self-efficacy (\u003cem\u003eβ\u003c/em\u003e\u0026thinsp;=\u0026thinsp;0.380, \u003cem\u003eP\u003c/em\u003e\u0026lt;0.001) and sense of belonging on campus(\u003cem\u003eβ\u003c/em\u003e\u0026thinsp;=\u0026thinsp;0.363, \u003cem\u003eP\u003c/em\u003e\u0026lt;0.001), and a relatively significant influence on learning resilience (\u003cem\u003eβ\u003c/em\u003e\u0026thinsp;=\u0026thinsp;0.158, \u003cem\u003eP\u003c/em\u003e\u0026lt;0.01). Self-efficacy (\u003cem\u003eβ\u003c/em\u003e\u0026thinsp;=\u0026thinsp;0.430, \u003cem\u003eP\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;0.001) and sense of belonging on campus (\u003cem\u003eβ\u003c/em\u003e\u0026thinsp;=\u0026thinsp;0.352, \u003cem\u003eP\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;0.001) exerted highly significant effects on learning resilience. Acting as a mediating bridge, self-efficacy significantly influenced the relationship between learning climate and learning resilience (\u003cem\u003eβ\u003c/em\u003e\u0026thinsp;=\u0026thinsp;0.053, \u003cem\u003eP\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;0.001), and between social interaction and learning resilience (\u003cem\u003eβ\u003c/em\u003e\u0026thinsp;=\u0026thinsp;0.163, \u003cem\u003eP\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;0.001). Sense of belonging on campus, as a mediating factor, significantly influenced the relationships between learning climate and learning resilience (\u003cem\u003eβ\u003c/em\u003e\u0026thinsp;=\u0026thinsp;0.092, \u003cem\u003eP\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;0.001), learning environment and learning resilience (\u003cem\u003eβ\u003c/em\u003e\u0026thinsp;=\u0026thinsp;0.094, \u003cem\u003eP\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;0.001), and social interaction and learning resilience (\u003cem\u003eβ\u003c/em\u003e\u0026thinsp;=\u0026thinsp;0.128, \u003cem\u003eP\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;0.001).This finding validates the mediating role of the intervening variables (self-efficacy and campus belonging) as crucial bridges linking the independent variables (learning environment, learning climate, and social relationships) to the outcome variable (learning resilience). It effectively mediates the effect of independent variables on the outcome variable, providing educational administrators with key evidence-based references for intervening in learning resilience and mobilizing learning engagement strategies.\u003c/p\u003e \u003cp\u003eThese findings indicate that, with the exception of learning environment and learning climate, which show no significant impact on learning resilience, all other factors exhibit a relatively significant or even highly significant correlation with learning resilience.Meanwhile, the data in Table\u0026nbsp;\u003cspan refid=\"Tab5\" class=\"InternalRef\"\u003e5\u003c/span\u003e indicate that individual traits positively influence students' learning resilience through a mediating role and are associated with learning engagement.In this research study, the author also unexpectedly discovered that when examined from their respective individual dimensions, the direct impact of learning environment and learning climate on learning resilience is relatively weak.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab5\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 5\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eHypothesis Testing\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"6\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eLC -\u0026gt; LR\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePath coefficient\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eStandard deviation\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eT-value\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eP-value\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003eResult\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003e0.017\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.051\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.327\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.744\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003eNot accepted\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eLC -\u0026gt; SE\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.277\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.072\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e3.857\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e\u0026lt;0.001***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eAccepted\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eLC -\u0026gt; SBC\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.261\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.065\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e4.009\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e\u0026lt;0.001***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eAccepted\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eLE -\u0026gt; LR\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.026\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.043\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.598\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.550\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eNot accepted\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eLE -\u0026gt; SE\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.123\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.068\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e1.808\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.071\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eNot accepted\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eLE -\u0026gt; SBC\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.266\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.058\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e4.565\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e\u0026lt;0.001***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eAccepted\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSE -\u0026gt; LR\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.430\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.058\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e7.453\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e\u0026lt;0.001***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eAccepted\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSBC-\u0026gt; LR\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.352\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.068\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e5.140\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e\u0026lt;0.001***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eAccepted\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSR -\u0026gt; LR\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.158\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.054\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e2.930\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e\u0026lt;0.05*\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eAccepted\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSR -\u0026gt; SE\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.380\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.078\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e4.866\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e\u0026lt;0.001***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eAccepted\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSR -\u0026gt; SBC\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.363\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.065\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e5.623\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e\u0026lt;0.001***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eAccepted\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eLC-\u0026gt;SE-\u0026gt;LR\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.119\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.036\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e3.276\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e\u0026lt;0.01**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eAccepted\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eLE-\u0026gt;SE-\u0026gt;LR\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.053\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.030\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e1.758\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.079\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eNot accepted\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSR-\u0026gt;SE-\u0026gt;LR\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.163\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.040\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e4.103\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e\u0026lt;0.001***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eAccepted\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eLC-\u0026gt;SBC-\u0026gt;LR\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.092\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.028\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e3.250\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e\u0026lt;0.01**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eAccepted\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eLE-\u0026gt;SBC-\u0026gt;LR\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.094\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.027\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e3.421\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e\u0026lt;0.01**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eAccepted\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSR-\u0026gt;SBC-\u0026gt;LR\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.128\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.035\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e3.639\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e\u0026lt;0.001***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eAccepted\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003ctfoot\u003e \u003ctr\u003e\u003ctd colspan=\"6\"\u003eNote:\u003cem\u003eP\u003c/em\u003e\u0026lt;0.05, Significant influence*;\u003cem\u003eP\u003c/em\u003e\u0026lt;0.01, Representative influence is relatively significant**༛\u003cem\u003eP\u003c/em\u003e\u0026lt;0.001, The impact is highly significant***\u003c/td\u003e\u003c/tr\u003e \u003c/tfoot\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec22\" class=\"Section2\"\u003e \u003ch2\u003e5.3Discussion\u003c/h2\u003e \u003cp\u003eThis study, grounded in social cognitive theory, triadic interaction theory, and the concept of learning resilience, delves into the mechanisms by which individual characteristics (self-efficacy and sense of belonging) on campus)are formed among college students across different external learning environments, and examines the pathways through which these characteristics influence their levels of learning resilience. By constructing and validating a structural model of \u0026ldquo;external environment\u0026mdash;individual traits\u0026mdash;learning resilience,\u0026rdquo; we revealed the affective orientation and situational basis of college students' personal traits. In terms of specific research findings, external learning environments\u0026mdash;particularly learning climate support and social relationship support\u0026mdash;have been demonstrated to directly and positively influence students' self-efficacy and sense of belonging on campus .This, in turn, mitigates negative emotions arising from learning adversities and challenges, enhances positive individual learning resilience, stimulates proactive engagement in learning, and predicts favorable learning achievements and academic performance. This key conclusion is strongly supported by the empirical data in this study and partially aligns with relevant findings in the existing literature. From an academic perspective, this clearly demonstrates that in the study of learning environments, the learning climate and social relationships\u0026mdash;as significant emotional factors within the external environment\u0026mdash;play a substantial role in enhancing students' self-efficacy and sense of belonging on campus. This highlights the mediating effect of personal characteristics (self-efficacy and sense of belonging on campus) on learning resilience.\u003c/p\u003e \u003cp\u003eTherefore, by adjusting self-efficacy and sense of belonging on campus, the sustained impact of external learning environments on learning resilience and engagement can be enhanced. Enhancing and optimizing the external learning environment can also influence learning resilience and engagement by providing concrete pathways to boost self-efficacy and sense of belonging on campus, thereby increasing college students' learning confidence and sense of accomplishment. Evidently, identifying and analyzing the highly significant mediating influence of self-efficacy and sense of belonging on campus in linking external learning environments to learning resilience can provide campus administrators with substantive approaches and practices for optimizing educational management. For instance, educational administrators can diversify assessment methods by providing college students with multiple pathways and platforms for self-evaluation and peer assessment. This approach enhances sense of belonging on campus and self-efficacy on campus while offering essential emotional support. Much like in a learning environment brimming with positive energy and fostering collaboration and communication, students are more likely to be influenced by peers and teachers in constructive ways. Consequently, they can calmly and rationally manage negative emotions such as self-doubt and discouragement, even reinforcing positive psychological cues like \u0026ldquo;I can do it\u0026rdquo; and \" I can do it.\" Ignite one's own interest and motivation for learning; A strengthened sense of belonging on campus life hinges on a harmonious and supportive network of academic relationships. Educational administrators can foster stable and positive interpersonal connections by creating opportunities for in-class collaborative learning and extracurricular team-based innovative projects, ensuring these relationships develop harmoniously under the reasonable oversight and guidance of management. There is a general acknowledgment that good social connection offers students a chance to express their emotions and also find a way to adapt and regulate them. It will assist them in having a positive and optimistic attitude irrespective of the success or failure in academics, which will promote the ongoing development of the resilience and learning perseverance of individuals. As a result, they exhibit extraordinary learning resilience along with a high level of enthusiasm in their studies.\u003c/p\u003e \u003cp\u003eThe given study offers more detailed and more definitive information, explaining the working principle under which social interactions and learning climate in the outer surroundings can have a constructive impact on learning resilience by working on personal features (self-efficacy and sense of belonging to the campus). In particular, studies have shown that the resilience of students to learn is strongly associated with their learning environment and social relationships, and it also depends greatly on their individual characteristics. Of them, student self-efficacy is considered as an important emotional basis of learning resilience and is closely aligned with the underlying principles of positive psychology and education. Self-efficacy is derived out of students acknowledging their own capacity to learn and their potential, based on a real love of the learning process and consistent efforts towards gaining knowledge. It is extremely motivating in encouraging students to participate in learning tasks and bravely conquer different hardships and obstacles. A feeling of membership of campus and social relationships contributes to the stability and consistency of self-efficacy, which has a strong positive impact on learning resilience. As an example, properly balanced external rewards, support, and recognition, i.e., as manifestations of sense of belonging to campus, may increase students confidence and sense of achievement to some extent and thus successfully motivate them to develop self-efficacy.Students who have strong social ties have rich learning resources and are well-supported. Their peer support allows them to get better acquainted with course material, evaluate their personal situations, and define their learning aims. This then leads to having the courage to face challenges and improves their capacity to handle academic problems through sustained efforts. Hence, the hypothesis that the individual emotional mechanisms act as mediating factors through which the external environments (learning climate, social relationships) affect learning resilience has been entirely confirmed in the present study. The result confirms the findings of past researches and adds to their results using empirical data.\u003c/p\u003e \u003cp\u003eIn the context of education, the model allows educational managers to perceive the significance of emotions as factors affecting the results of students in colleges and gives an example of how the mechanisms of learning resilience should be developed. Teachers may use this model by creating a favorable learning atmosphere, promoting a high level of cooperation and communication between students, and developing a friendly relationship between teachers and students. Such a strategy is highly effective in promoting students sense of self-efficacy and sense of belonging on campus, which greatly increases their involvement in learning. At the same time, it also enables college students to have a clear understanding of the synergistic effects between external environmental support, personality characteristics, and learning resilience. It motivates them to put more focus on building learning confidence and actively work on improving their ability to overcome failures. Through the development of learning resilience as a way of coping with academic problems and adversity personally, they are able to develop self-esteem in a positive learning environment and social connections. The procedure helps them to know themselves, acknowledge their worth and go beyond their constraints, and eventually reach higher scores in academics.\u003c/p\u003e \u003cp\u003eCertainly, the results of this empirical research can also uncover some findings that require further thought. There was no direct or indirect relationship between the learning environment and self-efficacy or learning resilience. Nevertheless, it needs to be noted that the positive learning environment acts as the situational prerequisite to the development of the learning resilience. It offers the necessary material circumstances of ensuring the maintenance of learning motivation, behavior and emotion, and of transforming them into the tangible actions of learning. Theoretically speaking, the learning environment, being an external learning context at the macro level, ought to play a certain role in students psychological condition, emotional stability, and the formation of resilience. But in the present study, because of some constraints on the available valid sample data of 515 people, such effects were not evident in the results of the study. Researchers have concluded that the restrictions of the sample like lack of variety in the grade level and major as well as geographic differences could have resulted in unforeseen results. Or, considering the intricate processes by which learning environments interact with students self-efficacy and learning resilience, more studies are required to identify particular factors and carry out in-depth research. To sum up, the present discovery can also provide new directions and perspectives to be explored in future, thorough studies of the factors that determine resilience as well as the development of educational policies and mechanisms.\u003c/p\u003e \u003c/div\u003e"},{"header":"6. Research Significance","content":"\u003cdiv id=\"Sec24\" class=\"Section2\"\u003e \u003ch2\u003e6.1 Theoretical Contributions\u003c/h2\u003e \u003cp\u003eThe present study will explore the mechanisms of generating individual characteristics (self-efficacy, sense of belonging to the campus) of college students in various external learning environments and their impact on academic resilience via empirical strategies. We are now able to understand in greater detail the processes of formation and contextual bases of learning resilience in college students, due to the development of the structural model of the relationship between an external context, individual traits, and academic resilience. It does not merely add fresh empirical data to the existing body of knowledge in the sphere of education but offers an alternative theoretical perspective to the field. In particular, our study reveals that the student self-perception of academic and social support may directly and positively affect self-efficacy and sense of belonging on campus, improving the learning resilience level. This result broadens the contextual explanatory ability of the learning resilience theory and enriches the comprehension of the mechanisms of resilience formation. At the same time, incorporating the triadic interaction theory, we have successfully developed a comprehensive model of the relationship between external environment, individual traits and learning resilience. The model offers educational administrators with the main references on how to properly intervene in the process of developing learning resilience among college students. It also serves to help the students to understand how the external environmental support, self-efficacy and learning resilience mechanisms interact with each other to enable them to experience positive learning engagement experience and a sense of achievement which can help them achieve more outstanding academic performance.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec25\" class=\"Section2\"\u003e \u003ch2\u003e6.2 Limitations\u003c/h2\u003e \u003cp\u003eEven though our study produced significant findings, the sample was restricted to particular areas and kinds of institutions so these findings can be not entirely representative and explanatory of the situations of university students in various areas. Since the current study has a cross-sectional design, we could not adequately reflect the dynamism of individual attributes and academic resilience. It means that our findings cannot cover all the real experiences of students with those changing processes. Even though we try to measure the variables of the study (learning climate, social relationships, etc.) correctly, there will be some measurement errors. This difference is possibly explained by flaws in questionnaire construction, differences in the understanding of respondents, or any other possible factors that could have an effect on self-efficacy and learning resilience in a multifaceted learning environment.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec26\" class=\"Section2\"\u003e \u003ch2\u003e6.3 Research Outlook\u003c/h2\u003e \u003cp\u003eFuture empirical studies in the field will increase its sample size in order to make the results more universal and representative, including a wider geographic region or a more varied range of higher education institutions. This allows us to learn more about the personal features and learning resilience of university students in various situations, thus, discover more universal tendencies of behavior. In addition, the longitudinal tracking research designs are needed to obtain a better insight into the dynamic interaction between the personal attributes and learning resilience. By conducting long-term data gathering, we can better illustrate the actual experiences of students and developmental paths during their learning process, and consequently make more specific and timely suggestions to the educational practice. Moreover, learning resilience intersects with intrinsic motivation, which finally shapes learning engagement and academic achievement.\u003c/p\u003e \u003cp\u003eThe relationship system between external context-individual traits-learning resilience can be expanded to create a cyclical model of learning engagement and academic achievement in future research. On the issue of measurement tools, future studies should be constantly optimized and improved in terms of measuring variables to minimize errors and enhance research accuracy. It involves other things like coming up with more reliable and valid questionnaire items and combining various forms of data gathering tools such as interviews and observations so as to attain accurate and reliable research results. Lastly, it is important to investigate other possible factors that could impact individual traits and learning resilience in an attempt to develop a more elaborate theoretical framework. Not only does this enrich our knowledge of college-going students learning behavior, but also offers a sounder scientific foundation to the formulation and implementation of educational policies so as to advance and sustain education development.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eFunding Declaration\u003c/strong\u003e:\u003c/p\u003e\n\u003cp\u003e（1）National Social Science Fund Project: \u0026ldquo;Research on Pathways to Achieve Spatial Justice in Urban Sports in China\u0026rdquo; (Project No. 24BTY020);\u003c/p\u003e\n\u003cp\u003e（2）Jiangsu Higher Education Philosophy and Social Sciences Research Major Project: \u0026ldquo;Research on Supporting Environment Construction and Optimization for Deep Integration of National Fitness and Public Health\u0026rdquo; (Project No. 2023SJZD141);\u003c/p\u003e\n\u003cp\u003e（3）Decision-Making Advisory Project of the General Administration of Sport of China: Research on Strategies for Aging-Friendly Expansion and Optimization of Public Sports Spaces in China\u0026apos;s Megacities Against the Background of Accelerating Population Aging（Project No.2025-C-06）\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eDeclaration of Competing Interest:\u0026nbsp;\u003c/strong\u003eThe authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eData availability:\u0026nbsp;\u003c/strong\u003eThe original contributions presented in the study are included in the article, further inquiries can be directed to the corresponding author.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAuthor contributions:\u0026nbsp;\u003c/strong\u003eConceptualization, HY.H; Methodology, FFW; Software, FFW; Formal Analysis, FFW; lnvestigation, HY.H; Data Curation, FFW and HYY，ZZR; Writing-0riginal Draft Preparation, FF.W. \u0026nbsp; Writing-Review \u0026amp;Editing,FFW: Supervision, HY.H. 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METABOLIC: high-throughput profiling of microbial genomes for functional traits, metabolism, biogeochemistry, and community-scale functional networks. \u003cem\u003eMicrobiome\u003c/em\u003e,\u003cem\u003e 10\u003c/em\u003e(1), Article 33. https://doi.org/10.1186/s40168-021-01213-8 \u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":true,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":true,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"scientific-reports","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"scirep","sideBox":"Learn more about [Scientific Reports](http://www.nature.com/srep/)","snPcode":"","submissionUrl":"","title":"Scientific Reports","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Scientific Reports","inReviewEnabled":true,"inReviewRevisionsEnabled":true},"keywords":"Social Cognitive Theory, Triadic Reciprocal Determinism, self-efficacy, perceived campus belonging, learning resilience","lastPublishedDoi":"10.21203/rs.3.rs-9313862/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-9313862/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eIn the digital age, university students\u0026rsquo; sustained academic engagement and strong learning resilience in the face of increasing academic pressure and complex campus challenges are essential to the attainment of substantial academic achievement. At present, how to enhance students\u0026rsquo; academic engagement and foster learning resilience has become a pressing issue for educational administrators. Although previous studies have examined multiple factors influencing learning engagement and resilience, they have largely emphasized the isolated effects of psychological traits on individual learning performance while overlooking the complex possibility that perceived external contexts, such as the learning environment, learning climate, and social relationships, may jointly shape learning resilience through psychological and emotional regulatory mechanisms. Therefore, this study focuses on the interaction among external contexts, internal affective drivers (self-efficacy and perceived campus belonging), and learning resilience. Using questionnaire surveys and data analysis, this study examines the extent to which external contexts influence self-efficacy and perceived campus belonging, explores whether the mediating role of internal affective drivers affects the development of learning resilience, and constructs a \u0026ldquo;learning context-affective drivers-learning resilience\u0026rdquo; model to identify effective pathways for fostering students' learning resilience and provide recommendations for optimizing educational management.\u003c/p\u003e","manuscriptTitle":"A Study on the Influences of Social Cognitive Theory on College Students' Learning Resilience: Mediating Roles of Academic Self-Efficacy and Perceived Campus Belonging","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2026-04-22 19:29:47","doi":"10.21203/rs.3.rs-9313862/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"decision","content":"Revision requested","date":"2026-04-17T13:50:00+00:00","index":"","fulltext":""},{"type":"reviewerAgreed","content":"","date":"2026-04-17T02:22:39+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2026-04-17T02:21:46+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"309200274704144337520535514065344053962","date":"2026-04-16T12:25:51+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2026-04-15T11:52:03+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"42620397630498382109711484692682682540","date":"2026-04-15T04:58:36+00:00","index":"hide","fulltext":""},{"type":"reviewersInvited","content":"","date":"2026-04-15T04:55:09+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2026-04-15T04:49:06+00:00","index":"","fulltext":""},{"type":"editorInvited","content":"","date":"2026-04-14T04:27:45+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2026-04-08T12:40:28+00:00","index":"","fulltext":""},{"type":"submitted","content":"Scientific Reports","date":"2026-04-08T12:22:53+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"scientific-reports","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"scirep","sideBox":"Learn more about [Scientific Reports](http://www.nature.com/srep/)","snPcode":"","submissionUrl":"","title":"Scientific Reports","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Scientific Reports","inReviewEnabled":true,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"8b0bc054-25f0-4ab1-890b-400f30459a49","owner":[],"postedDate":"April 22nd, 2026","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"published-in-journal","subjectAreas":[{"id":66545809,"name":"Social science/Education"},{"id":66545810,"name":"Biological sciences/Psychology"},{"id":66545811,"name":"Social science/Psychology"}],"tags":[],"updatedAt":"2026-05-08T15:18:56+00:00","versionOfRecord":{"articleIdentity":"rs-9313862","link":"https://doi.org/10.1038/s41598-026-51060-6","journal":{"identity":"scientific-reports","isVorOnly":false,"title":"Scientific Reports"},"publishedOn":"2026-05-02 15:58:38","publishedOnDateReadable":"May 2nd, 2026"},"versionCreatedAt":"2026-04-22 19:29:47","video":"","vorDoi":"10.1038/s41598-026-51060-6","vorDoiUrl":"https://doi.org/10.1038/s41598-026-51060-6","workflowStages":[]},"version":"v1","identity":"rs-9313862","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-9313862","identity":"rs-9313862","version":["v1"]},"buildId":"XKTyCvWXoU3ODBz1xrDgd","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}