Mindfulness and school adaptation among Chinese university students: examining the mediating effects of psychological resilience and self-harmony

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Consequently, this study aims to examine the relationship between mindfulness, psychological resilience (PR), self-harmony, and college students’ SA. A total of 312 students were randomly selected from three universities in Heilongjiang and Henan Province for assessment. The instruments utilized include the mindfulness attention awareness scale, the 10-item Connor-Davidson resilience scale, the self-consistency and congruence scale, and the school adaptation of college students questionnaire. Correlation analysis reveals that mindfulness, PR, self-harmony, and SA are significantly and positively associated. Structural equation modeling indicates that PR functions as a mediating factor between mindfulness and college students’ SA; however, the mediating influence of self-harmony in this relationship is not statistically significant. These findings highlight the pivotal role of PR in linking mindfulness to college students’ SA. This study enhances the understanding of the mechanisms underlying SA in Chinese college students and suggests that college mental health education could focus on mindfulness interventions to elevate mindfulness levels, strengthen PR, and ultimately improve SA. Health sciences/Health care Biological sciences/Psychology Social science/Psychology Mindfulness Psychological resilience Self-harmony School adaptation Figures Figure 1 Figure 2 Introduction School adaptation (SA) refers to individuals’ ability to adjust effectively to the school environment, enabling them to fulfill and complete various tasks assigned by their roles and the school environment 1 . It is recognized as a critical criterion for assessing students’ mental health. Students exhibiting effective school adjustment are capable of proactively modifying their behaviors, adapting to educational settings and academic demands, attaining mental satisfaction and a sense of achievement, and thereby achieving optimal personal growth 2 . Conversely, those encountering challenges with SA may face scholastic difficulties, such as academic underperformance and internalizing issues, including depression 3-4 . University represents a pivotal stage in an individual’s development, during which college students must transition from dependence to independence and from immaturity to maturity. Simultaneously, they confront pressures and challenges stemming from various domains, including academics, interpersonal relationships, finances, societal expectations, and the environment. An individual’s capacity to adapt to this critical turning point in university life directly impacts not only their immediate physical and mental development but also their subsequent growth 1 . College students’ SA encompasses dimensions such as learning adaptation, interpersonal relationship adaptation, and life adaptation. Challenges related to SA are widespread among college students, drawing increasing attention in recent years. Extensive prior research has indicated that the overall status of college students’ SA is not promising. Analyzing the factors contributing to and the mechanisms underlying college students’ SA offers valuable insights for implementing psychological education targeted at this demographic. Mindfulness refers to a conscious state achieved through purposeful and non-judgmental attention to the present, emphasizing the deliberate focus on current experiences 5-6 . Over the past decade, it has garnered significant attention from psychologists and scholars worldwide 7 . Mindfulness is regarded as a vital individual factor influencing SA. It is suggested that mindfulness mitigates the adverse effects of challenging events and real-life stressors on mental health, thereby facilitating better adaptation to environments and stress sources. According to the Mindfulness Coping Model Theory, mindfulness is integral to coping mechanisms, enabling individuals to re-evaluate stressful events from a positive perspective and minimize the development of negative emotions 8 . Previous studies have demonstrated a negative association between mindfulness and psychological difficulties, such as anxiety and stress, alongside a significant positive correlation with mental health indicators, including life satisfaction 9 . Evidence has shown that mindfulness positively affects the SA of middle school students 10 . Additionally, studies have highlighted that mindfulness training enhances students’ SA; as mindfulness levels increase, adaptability to school environments improves notably 11 . Adolescents with elevated mindfulness levels exhibit fewer behavioral problems in school 12 . A study focusing on first-year college students identified a significant positive correlation between mindfulness and various aspects of SA, demonstrating its beneficial impact on SA 13 . College students exhibiting higher mindfulness tend to adopt constructive strategies when confronted with challenges and stress, aiming to enhance their environmental adaptability 14 . Although substantial research has been conducted on SA, limited attention has been given to the association between mindfulness and SA within Chinese higher education contexts. Therefore, the present study aims to investigate the relationship between mindfulness and SA among Chinese college students, focusing on mediating variables that may influence this connection. Specifically, this study examines two mediating factors: psychological resilience (PR) and self-harmony. PR represents an essential psychological quality that enables individuals to adapt effectively to dynamic external environments and achieve growth. It has consistently been a focal point of research across various disciplines, including but not limited to organization, healthcare, and education 15 . PR is recognized as a key protective factor that assists individuals in adjusting their psychological states, thereby enhancing their capacity to adapt to stressful environments 16,10 . It encompasses the ability to modify behaviors when confronted with challenging or threatening circumstances, as well as the flexibility and resilience required to recover from adverse emotional experiences in response to the evolving demands of diverse situations For those operating in high-pressure environments, this capability is particularly significant 17-18 . According to the Psychological Quality Theory, PR is identified as a personality factor intrinsically linked to adaptability 19 . Studies have demonstrated that PR can improve individuals’ social adaptation 20 , and further findings suggest that PR exerts a pronounced positive effect on SA 21 . Research exploring the relationship between PR and the SA of college freshmen has identified a significant positive correlation between these variables, indicating that higher PR levels correspond to improved SA among students 19 . Moreover, it has been revealed that enhancing PR can foster positive emotions, promote cognitive functioning, and thereby improve students’ school adaptability 21 . The relationship between mindfulness and PR, and whether PR functions as a mediating factor between mindfulness and SA, warrants further exploration. According to the trauma resilience model (TRM), mindfulness provides positive psychological resources that facilitate individual recovery and support the development of self-regulation abilities 22 . Individuals with elevated mindfulness levels experience fewer adverse emotional reactions and demonstrate the ability to return to baseline emotional states more rapidly when confronted with negative stimuli 23 . Mindfulness is recognized as an internal resource capable of influencing PR and fostering its enhancement 24 . Empirical evidence suggests that mindfulness positively predicts PR, and mindfulness-based interventions are considered a significant approach for improving cognitive and PR levels 25-26 . Consequently, this study hypothesizes that PR serves a mediating function in the relationship between mindfulness and SA. In addition to PR enhancing the SA of college students, self-harmony may also play a related role. Self-harmony is defined as the consistency between self-perceptions and the internal coordination within an individual 27 . It serves as a robust guarantee of adaptability, enabling the maintenance of both internal and external balance. Individuals with high self-harmony demonstrate greater adaptability and are better equipped to address a variety of external challenges 28 . Numerous studies have identified a positive effect of self-harmony on mental health 29-30 . In research exploring the relationship between self-harmony and individual adaptability, findings consistently reveal that individuals with elevated self-harmony exhibit stronger self-regulation abilities, greater adaptability to external environments, and the capacity to balance themselves with their surroundings, thereby sustaining a stable and positive mentality 31 . Additionally, some investigations have demonstrated that self-harmony significantly influences the social and academic adaptation of college students 32-33 , as well as the enrollment adaptation of first-year students 34 . Moreover, mindfulness is closely associated with self-harmony. Mindfulness enhances individuals’ capacity to confront the present situation, objectively evaluate their internal perspectives, improve cognitive flexibility, and avoid being constrained by stereotyped thinking, thereby fostering greater harmony with their external environment 35 . Research indicates that higher levels of mindfulness correlate with greater confidence, optimism, resilience, and hope, as well as enhanced self-harmony 36-37 . Further studies have found that mindfulness training can reduce experiences of disharmony, self-inflexibility, and rigidity, ultimately improving self-harmony 38-39 . A study involving student participants revealed that mindfulness enables individuals to consciously focus on their own lives and academic pursuits, and that higher levels of mindfulness are associated with enhanced self-harmony overall 35 . Based on this, it is hypothesized that self-harmony serves as a mediating factor in the relationship between mindfulness and college student SA. In summary, this study posits the following hypotheses: (1) mindfulness is positively associated with SA; (2) the relationship between mindfulness and SA is mediated by PR; and (3) the relationship between mindfulness and SA is also mediated by self-harmony. The proposed hypothetical model of this study is illustrated in Figure 1. Materials and Methods Participants Using the cluster sampling method, input questions were distributed through the online platform Questionnaire Star (www.wjx.cn), and the generated QR code was shared within class WeChat groups from October 11 to October 15, 2024. A total of 350 questionnaires were disseminated, and invalid responses, such as random answers or incomplete submissions, were excluded. Ultimately, 312 valid questionnaires were collected, resulting in a response rate of 90.0%. Among the participants, 167 were male (53.5%), and 145 were female (46.5%). The sample included 104 freshmen (33.33%), 79 sophomores (25.32%), 70 juniors (22.44%), and 59 seniors (18.91%). Participants’ ages ranged from 17 to 23 years (M = 20.13; SD = 0.98). Prior to the initiation of the study, the purpose and significance of the research were elaborated in detail to both the participants, from whom informed consent was obtained. This study was approved by the Ethics Committee of Mudanjiang Medical University (Approval No. 202402035) and conducted in accordance with relevant guidelines as well as the Declaration of Helsinki. Measures In this study, demographic questionnaires were initially employed to gather personal information, including gender, age, and class. Subsequently, the Mindful Attention Awareness Scale, the 10-item Connor-Davidson resilience scale (CD-RISC-10), the self-consistency and congruence scale (SCCS), and the school adaptation of college students questionnaire (SCSQ) were utilized to assess the levels of mindfulness, PR, self-harmony, and SA among the participants. Mindfulness attention awareness scale (MAAS): The MAAS, developed by Brown et al. and revised by Deng et al. 40 , was employed in this study. This scale comprises a single dimension with 15 items and utilizes a 6-point Likert scoring system (1–6, representing “always” to “never”). Notably, the scale is reverse-scored to describe non-mindfulness; hence, higher scores indicate a lower frequency of non-mindfulness and, consequently, a higher level of mindfulness. In this investigation, the Cronbach’s α of the scale was calculated as 0.939. Confirmatory factor analysis (CFA) demonstrated a good model fit, with χ²/df = 3.564, CFI = 0.943, TLI = 0.927, and RMSEA = 0.080. Factor loadings exceeded 0.70, and the composite reliability (CR) was determined to be 0.938, which is above the threshold of 0.70, indicating strong reliability of the scale. 10-item Connor-Davidson Resilience Scale (The CD-RISC-10) . The CD-RISC-10 is a simplified version of the CD-RISC, which originally consisted of 25 items, developed by Campbell et al. 41 . The Chinese version was revised by Ye et al. 42 . This scale comprises three dimensions: acceptance of change, resistance to stress, and hardiness, encompassing a total of 10 items. It employs a 5-point Likert scoring system (0–4, representing “never” to “always so”), and the total PR score is calculated by summing the scores of all items. In this study, the Cronbach’s α of the scale was determined to be 0.940. CFA demonstrated a good model fit, with χ²/df = 2.497, CFI = 0.980, TLI = 0.969, and RMSEA = 0.070. All factor loadings exceeded 0.7, and the CR ranged from 0.868 to 0.934, indicating strong reliability. Additionally, the average variance extracted (AVE) values ranged from 0.76 to 0.88, exceeding 0.50 and surpassing the square of the pairwise correlation coefficients, thereby demonstrating good discriminant validity for the scale. Self-Consistency and Congruence Scale (SCCS). The SCCS, developed by Wang Dengfeng 43 , was utilized in this study. This scale comprises 35 items and includes three dimensions: self-rigidity, self-experience disharmony, and self-flexibility. A 5-point Likert scoring system is employed (1–5, representing “completely disagree” to “completely agree”). Items with reverse scoring were adjusted accordingly and combined with other items to calculate the total self-harmony score. In this study, the Cronbach’s α for the scale was determined to be 0.875. CFA indicated that the scale demonstrated a good model fit, with χ²/df = 2.910, CFI = 0.903, TLI = 0.900, and RMSEA = 0.066. All factor loadings exceeded 0.7, and the CR ranged from 0.847 to 0.883, reflecting strong reliability. Additionally, the AVE values ranged from 0.685 to 0.696, exceeding 0.50 and surpassing the square of the pairwise correlation coefficients, thereby demonstrating good discriminant validity. Simple Coping Style Questionnaire (SCSQ). The SCSQ, developed by Huang, was employed to assess the SA of college students 44 . This questionnaire encompasses four dimensions: cultural adaptation, learning adaptation, interpersonal adaptation, and school political adaptation, comprising a total of 15 items. A 6-point Likert scoring system is utilized, where scores ranging from 1 to 6 represent “strongly disagree” to “strongly agree”. The total SA score is derived by summing the scores of all items. In this study, the Cronbach’s α of the questionnaire was determined to be 0.876. CFA indicated that the scale demonstrated a good model fit, with χ²/df = 2.936, CFI = 0.936, TLI = 0.919, and RMSEA = 0.076. All factor loadings exceeded 0.7, and the CR ranged from 0.710 to 0.940, reflecting strong reliability. Additionally, the AVE values ranged from 0.685 to 0.696, exceeding 0.50 and surpassing the square of the pairwise correlation coefficients, thereby demonstrating good discriminant validity. Program and data processing The data for this study were collected using a questionnaire method. To ensure the validity of the data, participants were informed prior to the distribution of the questionnaire that the survey was conducted anonymously and that the data collected would be used solely for academic research purposes. Participants were also instructed to respond truthfully. Data were entered into SPSS 22.0 for descriptive statistical analysis. Mplus 7.4 was utilized to construct a multiple mediation structural equation model and to develop a bootstrap program to examine the relationship between mindfulness and college students’ SA, as well as the mediating roles of PR and self-harmony. Model fit was assessed using χ²/df, RMSEA, CFI, and TLI, with acceptable criteria being CFI > 0.90, RMSEA 0.90. The bootstrap program, based on 1,000 resamples, was employed to test direct and mediating effects. A significant effect was indicated when the 95% confidence interval (CI) did not include zero. Results Correlation analysis between variables Descriptive statistics and correlation analysis were conducted on mindfulness, PR, self-harmony, and SA. The results revealed a significant positive relationship among mindfulness, PR, self-harmony, and SA (Table 1). Variables M±SD 1 2 3 4 mindfulness 60.57±14.88 1 psychological resilience 36.02±7.31 0.672** 1 self-harmony 115.65±12.89 0.568** 0.553** 1 school adaptation 59.32±11.69 0.564** 0.626** 0.424** 1 Table 1. Descriptive statistics and correlation analysis of variables. Note： ** p ＜0.01 Common method bias Given that all data utilized in this study originated from questionnaire surveys, it was imperative to examine the presence of any common method biases. The Harman One Factor Test revealed six factors with eigenvalues exceeding 1, with the first factor accounting for 21.152% of the variance, which remains below the critical threshold of 40%. These findings indicate that common method bias was not a significant concern in this study 45 . Mediation effect analysis To examine the hypothesis that PR and self-harmony mediate the association between mindfulness and college students’ SA, a structural equation model (SEM) was constructed. In this model, mindfulness was treated as the independent variable f1 (a1–a15 representing the 15 items of the mindfulness scale), PR was included as the mediating variable f3 (fb1, fb2, and fb3 representing the three dimensions of PR: acceptance of change, resistance to stress, and hardiness), and SA was designated as the dependent variable f4 (fc1, fc2, fc3, and fb4 representing the four dimensions of SA: cultural adaptation, learning adaptation, interpersonal relationship adaptation, and school political adaptation). The structural equation model was developed (details in Figure 2), and the model’s fit indices were estimated (Table 2). The values presented in Table 3 demonstrate a good model fit, with χ²/df = 2.499, CFI = 0.988, TLI = 0.980, and RMSEA = 0.051. c 2 df c 2 /df CFI TLI RMSEA 29.999 12 2.499 0.988 0.980 0.051 Table 2. Intermediary Model Fit Index The bootstrap program was employed in this study to examine the mediating effects of PR and self-harmony in the relationship between mindfulness and college students’ SA. This method required the specification of the sampling frequency, which was set to 1000 for the present analysis, followed by the computation of the 95% CI. If 0 is not contained within the interval, it suggests a significant mediating effect; conversely, if 0 is included, it indicates the absence of a mediating effect. The results of the bootstrap test (Table 3) revealed that the standardized estimate for the direct effect of mindfulness on SA was 0.266, with a 95% CI [0.248, 0.485], excluding 0, thereby demonstrating a significant direct effect of mindfulness on SA. Furthermore, the standardized estimate for the mindfulness → PR → SA pathway was 0.354, with a 95% CI [0.231, 0.477], which also excluded 0, indicating the significant mediating role of PR. However, the standardized estimate for the mindfulness → self-harmony → SA pathway was 0.013, with a 95% CI [-0.067, 0.093], which included 0, suggesting that the mediating effect of self-harmony was not significant. Path Standardized estimates P 95% CI Lower2.5% Upper2.5% mindfulness—school adaption 0.266 0.000 0.248 0.485 mindfulness—psychological resilience—school adaption 0.354 0.000 0.231 0.477 mindfulness—self-harmony—school adaption 0.013 0.757 -0.067 0.093 Table 3. Standardized estimates of direct and indirect effects Based on the standardized estimates derived from the structural equation model, the mediating effect of PR was calculated as 0.354, while the mediating effect of self-harmony was determined to be 0.013, resulting in a total mediating effect of 0.367. The direct effect of mindfulness on SA was estimated at 0.266, yielding a total effect of 0.633. The proportion of the direct effect relative to the total effect was 42.02%, whereas the proportion of the indirect effect relative to the total effect was 57.98%. Among the mediating effects, PR accounted for 55.92% of the total effect, while self-harmony accounted for only 2.05%. Discussion The school serves as the primary environment for college students’ activities, and adapting to school life is regarded as one of their essential developmental tasks. SA is vital for the healthy development of college students and can even exert a lasting influence on an individual’s entire life. In recent years, college students have faced various pressures, rendering them susceptible to issues such as anxiety, depression, and maladaptation. Their overall mental health status remains concerning. A high level of SA contributes positively to students’ physical and mental well-being and supports the establishment of a healthy school environment. This study employed a questionnaire survey to collect data, constructed a structural equation model, and investigated the factors and mechanisms influencing college students’ SA. The findings reveal that mindfulness has a significant direct effect on SA among college students, with PR playing a significant mediating role. However, the mediating effect of self-harmony was not found to be statistically significant. In this study, mindfulness was demonstrated to have a positive association with college students’ SA. This finding highlights the importance of fostering mindfulness among college students to help them adapt more effectively to school life. Mindfulness refers to an individual’s awareness of their current emotional state and the ability to accept and acknowledge experiences. Those with high levels of mindfulness are less disturbed by intrusive thoughts or memories, enabling them to manage emotional distress effectively. Consequently, they can concentrate on personal goals and achievements, intentionally directing their attention to present pleasant experiences, which enhances the intensity and frequency of positive emotions. This, in turn, positively influences their adaptability 46 . In prior studies on mindfulness, scholars consistently observed that individuals with higher levels of mindfulness exhibit stronger emotional regulation abilities 47 . Such individuals are more likely to adopt positive emotional regulation strategies and are less prone to automatic negative evaluations of adverse external events. Instead, they engage in positive cognitive re-evaluations of such events 48 . Emotional regulation, as an essential factor influencing SA, has been shown to positively affect adolescents’ SA 49 . Additionally, individuals with elevated mindfulness levels often maintain strong peer relationships and interact positively with others, which further enhances their SA 50 . Furthermore, mediation analysis indicates that mindfulness may enhance college students’ SA indirectly by improving PR. From a psychological standpoint, mindfulness has been shown to strengthen tolerance, cognitive flexibility, and self-regulation in managing negative emotions. From a physiological perspective, mindfulness practices have been found to alter brain structure and function, reduce the activity intensity and gray matter density of the amygdala, and lower stress perception levels, all of which contribute to the enhancement of an individual’s PR 10 . Additionally, the TRM posits that mindfulness, as an internal psychological resource for injured individuals, can elevate their level of PR 51 . PR has been shown to enhance psychological flexibility, instill greater hope and confidence in adverse environments, and facilitate recovery from current difficulties, thereby promoting an adaptive state 52 . Additionally, PR contributes to improved interpersonal relationships and the alleviation of negative emotional experiences. Individuals with high PR are more likely to exhibit positive psychological attributes, such as optimism, resilience, and constructive coping strategies, which enable them to manage psychological distress more effectively and adapt to their surroundings 53 . This study also revealed a significant positive relationship between mindfulness and self-harmony, indicating that college students with higher levels of mindfulness tend to exhibit greater self-harmony. Mindfulness refers to the ability to maintain attention and awareness of present experiences without judgment. Previous research has demonstrated that mindfulness enhances cognitive flexibility and the capacity to decenter one’s thinking. This allows individuals to maintain a distance from their internal thoughts, preventing excessive involvement in negative patterns and avoiding cognitive blind spots. Such processes enable them to overcome the constraints of rigid thinking, fostering harmony across various aspects of their lives 54, 38 . However, the findings indicated that the path coefficient between self-harmony and SA was not statistically significant, which contradicts the hypothesis proposed in this study. This inconsistency may be attributed to the presence of a moderating variable influencing the relationship between self-harmony and SA. These results suggest that future research could incorporate moderating variables and develop moderated mediation models to more comprehensively analyze the mediating effects of self-harmony. Limitations This study employed structural equation modeling to examine the comprehensive effects of mindfulness, self-harmony, and PR on college students’ SA, while identifying the mediating role of PR. Although the findings contribute to the enrichment of relevant theories and provide valuable insights for psychological interventions in schools, several limitations should be noted. Firstly, the sampling range and sample size were limited, as this study was conducted only in a few universities located in Heilongjiang and Henan Provinces. Future research could expand the geographical and age ranges of sampling to enhance the generalizability of the results. Secondly, the cross-sectional design of this study prevents the effective verification of causal relationships between variables. Longitudinal research should be considered in future investigations. Finally, while this study explored mediating variables, potential moderating variables between mindfulness and SA remain unexamined. Future research could focus on identifying and analyzing these moderating variables. Conclusion In conclusion, the following findings were derived from this study: (1) A significant and positive relationship was observed between mindfulness and college students’ SA; (2) Mindfulness may indirectly enhance college students’ SA by increasing PR; (3) Self-harmony did not mediate the relationship between mindfulness and college students’ SA. This study holds both theoretical and practical significance. The findings provide new evidence supporting the Mindfulness Coping Model Theory and extend its applicability to the Chinese college student population. By enhancing PR, mindfulness facilitates the development of SA. Understanding this mechanism can inform psychological interventions aimed at improving college students’ SA. Declarations Ethical approval This study was approved by the Ethics Committee of Mudanjiang Medical University (Approval number: 20240712). Research data If there is a reasonable request, you can contact the corresponding author to obtain the data. Conflict of interest All authors declared no conflicts of interest. Acknowledgements Thanks to Mr. Qiang Li from Heilongjiang Province and Ms. Jinghan Chen from Henan Province for their help in sampling participants and distributing questionnaires in this study. Authors contribution Lianchao An: Conceptualization, research design, and paper writing; Chuanjuan Sun: Distribution of questionnaires, collection of data; Baiyang Liu: Distribution of questionnaires, collection of data; Zhen Xuan: Data analysis and paper formatting; Fei Liu: Conceptualization, searching for the questionnaires and paper writing. Funding Declaration This research was supported by Central Support for Local Universities’ Reform and Development Outstanding Young Talents Project (ZYZCDF-20210233), Heongjiang Province Philosophy and Social Sciences Research Planning Project (20SHC177), and Mudanjiang Medical University Doctoral Research Start-up Fund (21-MYBSKY-059) Before the official initiation of the study, the research team communicated with the participants. Through easy-to-understand language, graphic materials, and case demonstrations, the team comprehensively and meticulously explained the research objectives, specific procedures, and expected significance. After ensuring that the participants fully understood the research content, answering all their questions, and allowing them to carefully consider, the participants voluntarily signed the informed consent form in writing, clearly indicating their agreement to participate in the study. 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Health , 41 (1), 73-77. http://doi.org/10.16835/j.cnki.1000-9817.2020.01.020 (2020). Brown, K. W., & Ryan, R. M. The benefits of being present: Mindfulness and its role in psychological well-being. J. Pers. Soc. Psychol, 84 , 822-848. http://doi.org/10.1037/0022-3514.84.4.822 (2003). Campbell, L., & Stein, M. B. Psychometric analysis and refinement of the Connor-davidson Resilience Scale (CDRISC): Validation of a 10-item measure of resilience. J. Traumatic. Stress , 20 (6), 1019-1028. http://doi.org/10.1002/jts.20271 (2007). Ye, Z. J., Guan, H. J., Wu, L. H., Xiao, M. Y., & Quan, X. M. Resilience and psychosocial function among mainland Chinese parents of children with cancer:a cross-sectional survey. Cancer. Nurs , 38 (6), 46 6-474. https://doi.org/10.1097/NCC.0000000000000220 (2015). Wang, D. F. Development of the Self-Harmony Scale. Chin. J. Clin. Psychol , 31 (1), 85-88. (1994). Huang, W. S. 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Differ, 66 , 146-152. http://doi.org/10.1016/j.paid.2014.03.014 (2014). Kim, D. G., & Kang, M. S. The mediated effects of emotion regulation in the relations between maternal parenting and children's adaptation to school life of elementary school students. J. Fish. .Mari. Sci. Edu, 29 (2), 365-379. http://dx.doi.org/10.13000/JFMSE.2017.29.2.365 (2017). Zimmer, M. J., Clear, S. J., & Campbell, S. M. Peer relationships and stress: indirect associations of dispositional mindfulness with depression, anxiety and loneliness via ways of coping. J. Adolescent, 16 , 67-78. http://doi.org/10.1016/j.adolescence.2021.11.003 (2021). Peng, Y. M., Ling, R., Cai, Y. Y., Yang, X. B., & Yang, Q. Childhood maltreatment and sleep disorder of medical college undergraduates: the role of mindfulness and resilience. Chin. J. Clin. Psychol, 29 (5), 981-985. http://doi.org/10.16128/j.cnki.1005-3611.2021.05.017 (2021). Kim, S. J., Kim, M. S., & Yeo, S. H. The relation of resilience,positive psychological capital and school adaptation of middle school students of broken family. J. Digit. Converg , 14 (9), 1738-1916. http://dx.doi.org/10.14400/JDC.2016.14.9.525 (2016). Jia, S. Y., Liu, J. P., & Ye, B. J. Effect of mindfulness on life satisfaction: the chain mediating role of self-esteem and resilience. Chin. J. Clin. Psychol, 26 (1), 147-150. http://doi.org/10.16128/j.cnki.1005-3611.2018.01.032 (2018). Fang, Y., Wu, X. H., Zeng, H. K., Zhang, X., & Zhao, J. B. The relationship between mindfulness level and suicide risk among college students: the chain mediated effect of cognitive flexibility and depressive cognition. Chin. J. Behav. Med. Brain. Sci, 28 (9), 778-752. http://doi.org/ 10.3760/cma.j.issn.1674-6554.2019.09.003 (2019). 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-7090746","acceptedTermsAndConditions":true,"allowDirectSubmit":false,"archivedVersions":[],"articleType":"Article","associatedPublications":[],"authors":[{"id":501219683,"identity":"ac0c5810-70ca-40d5-a0df-54d917346b3c","order_by":0,"name":"Lianchao An","email":"","orcid":"","institution":"Mudanjiang Medical University","correspondingAuthor":false,"prefix":"","firstName":"Lianchao","middleName":"","lastName":"An","suffix":""},{"id":501219686,"identity":"246ba2d3-b2a9-4529-9a9c-519b6d5596df","order_by":1,"name":"Chuanjuan Sun","email":"","orcid":"","institution":"Heilongjiang Children's Teachers College","correspondingAuthor":false,"prefix":"","firstName":"Chuanjuan","middleName":"","lastName":"Sun","suffix":""},{"id":501219687,"identity":"8a1f88c6-084e-4b34-b934-ad2ee5176086","order_by":2,"name":"Baiyang Liu","email":"","orcid":"","institution":"Mudanjiang Medical University","correspondingAuthor":false,"prefix":"","firstName":"Baiyang","middleName":"","lastName":"Liu","suffix":""},{"id":501219689,"identity":"51a9f91c-a225-41c3-8308-18e39d8d1573","order_by":3,"name":"Zhen Xuan","email":"","orcid":"","institution":"Mudanjiang Medical University","correspondingAuthor":false,"prefix":"","firstName":"Zhen","middleName":"","lastName":"Xuan","suffix":""},{"id":501219692,"identity":"c76b9f88-ef4c-4e6b-91dc-15b1b10ac7de","order_by":4,"name":"Fei Liu","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAABBUlEQVRIie2RvWrDMBRGrxEoy629ukNt+gYygrSD36SLTMGZDO3WIYNMoFkCWe2pr6C+gYzAkx8ge4euGjOEpupacES3Djrzd/juD0Ag8A+JCYAFRrNksdVavJQZEI9CCUQdsJhf76ZK26nmfgV+FMgqdRB86F9NJX2D0QUW0j4tq14KYZCS1dv2arCwLh/mB8Oi7VjN9zBog0gbZeLHFMa6matzyt0HsvGmb6VrSbFRBFkaSXNJKTYndo6UAWZceJVvkB+9ijvyrRqBDZ1gAgwuPS30ud0x6o6MQlstCuWUe3FhlyQx7/J4cq/MP42tvs55vp/4wa7LWWUG8bd4IBAIBH7xDdBvWYHK3+UdAAAAAElFTkSuQmCC","orcid":"","institution":"Mudanjiang Medical University","correspondingAuthor":true,"prefix":"","firstName":"Fei","middleName":"","lastName":"Liu","suffix":""}],"badges":[],"createdAt":"2025-07-10 08:38:24","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-7090746/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-7090746/v1","draftVersion":[],"editorialEvents":[{"content":"https://doi.org/10.1038/s41598-025-25486-3","type":"published","date":"2025-11-24T15:58:03+00:00"}],"editorialNote":"","failedWorkflow":false,"files":[{"id":89663190,"identity":"d579c15a-3a50-4429-a16d-e18155dc3002","added_by":"auto","created_at":"2025-08-22 11:26:23","extension":"png","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":22388,"visible":true,"origin":"","legend":"\u003cp\u003eHypothesis model of this study\u003c/p\u003e","description":"","filename":"floatimage1.png","url":"https://assets-eu.researchsquare.com/files/rs-7090746/v1/f04c38a9571af4dc74ee8c1b.png"},{"id":89663680,"identity":"8eb0fdc1-c248-4f29-b11b-0713ad05b0ee","added_by":"auto","created_at":"2025-08-22 11:34:23","extension":"png","order_by":2,"title":"Figure 2","display":"","copyAsset":false,"role":"figure","size":107085,"visible":true,"origin":"","legend":"\u003cp\u003eMediating model of mindfulness on school adaptation\u003c/p\u003e\n\u003cp\u003eNote: f1=mindfulness (a1-a15=15 items on the mindfulness scale), f2=self-harmony, f3=psychological resilience (fb1=accepting change, fb2=resisting stress, fb3=hardiness), f4=school adaptation (fc1=cultural adaptation, fc2=learning adaptation, fc3=interpersonal relationship adaptation, fc4=school political adaptation).\u003c/p\u003e","description":"","filename":"floatimage2.png","url":"https://assets-eu.researchsquare.com/files/rs-7090746/v1/237fcaf9e8eb1e5562916df5.png"},{"id":97178738,"identity":"f962d8e3-f72e-40f6-9e3a-2139d629b91f","added_by":"auto","created_at":"2025-12-01 16:13:11","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":777530,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-7090746/v1/7e9d342b-ed0b-432a-bae4-4ecb1cc9fede.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"Mindfulness and school adaptation among Chinese university students: examining the mediating effects of psychological resilience and self-harmony","fulltext":[{"header":"Introduction","content":"\u003cp\u003eSchool adaptation (SA) refers to individuals\u0026rsquo; ability to adjust effectively to the school environment, enabling them to fulfill and complete various tasks assigned by their roles and the school environment\u003csup\u003e1\u003c/sup\u003e. It is recognized as a critical criterion for assessing students\u0026rsquo; mental health. Students exhibiting effective school adjustment are capable of proactively modifying their behaviors, adapting to educational settings and academic demands, attaining mental satisfaction and a sense of achievement, and thereby achieving optimal personal growth\u003csup\u003e2\u003c/sup\u003e. Conversely, those encountering challenges with SA may face scholastic difficulties, such as academic underperformance and internalizing issues, including depression\u003csup\u003e3-4\u003c/sup\u003e. University represents a pivotal stage in an individual\u0026rsquo;s development, during which college students must transition from dependence to independence and from immaturity to maturity. Simultaneously, they confront pressures and challenges stemming from various domains, including academics, interpersonal relationships, finances, societal expectations, and the environment. An individual\u0026rsquo;s capacity to adapt to this critical turning point in university life directly impacts not only their immediate physical and mental development but also their subsequent growth\u003csup\u003e1\u003c/sup\u003e. College students\u0026rsquo; SA encompasses dimensions such as learning adaptation, interpersonal relationship adaptation, and life adaptation. Challenges related to SA are widespread among college students, drawing increasing attention in recent years. Extensive prior research has indicated that the overall status of college students\u0026rsquo; SA is not promising. Analyzing the factors contributing to and the mechanisms underlying college students\u0026rsquo; SA offers valuable insights for implementing psychological education targeted at this demographic.\u003c/p\u003e\n\u003cp\u003eMindfulness refers to a conscious state achieved through purposeful and non-judgmental attention to the present, emphasizing the deliberate focus on current experiences\u003csup\u003e5-6\u003c/sup\u003e. Over the past decade, it has garnered significant attention from psychologists and scholars worldwide\u003csup\u003e7\u003c/sup\u003e. Mindfulness is regarded as a vital individual factor influencing SA. It is suggested that mindfulness mitigates the adverse effects of challenging events and real-life stressors on mental health, thereby facilitating better adaptation to environments and stress sources. According to the Mindfulness Coping Model Theory, mindfulness is integral to coping mechanisms, enabling individuals to re-evaluate stressful events from a positive perspective and minimize the development of negative emotions\u003csup\u003e8\u003c/sup\u003e. Previous studies have demonstrated a negative association between mindfulness and psychological difficulties, such as anxiety and stress, alongside a significant positive correlation with mental health indicators, including life satisfaction\u003csup\u003e9\u003c/sup\u003e. Evidence has shown that mindfulness positively affects the SA of middle school students\u003csup\u003e10\u003c/sup\u003e. Additionally, studies have highlighted that mindfulness training enhances students\u0026rsquo; SA; as mindfulness levels increase, adaptability to school environments improves notably\u003csup\u003e11\u003c/sup\u003e. Adolescents with elevated mindfulness levels exhibit fewer behavioral problems in school\u003csup\u003e12\u003c/sup\u003e. A study focusing on first-year college students identified a significant positive correlation between mindfulness and various aspects of SA, demonstrating its beneficial impact on SA\u003csup\u003e13\u003c/sup\u003e. College students exhibiting higher mindfulness tend to adopt constructive strategies when confronted with challenges and stress, aiming to enhance their environmental adaptability\u003csup\u003e14\u003c/sup\u003e. Although substantial research has been conducted on SA, limited attention has been given to the association between mindfulness and SA within Chinese higher education contexts. Therefore, the present study aims to investigate the relationship between mindfulness and SA among Chinese college students, focusing on mediating variables that may influence this connection. Specifically, this study examines two mediating factors: psychological resilience (PR) and self-harmony.\u003c/p\u003e\n\u003cp\u003ePR represents an essential psychological quality that enables individuals to adapt effectively to dynamic external environments and achieve growth. It has consistently been a focal point of research across various disciplines, including but not limited to organization, healthcare, and education\u003csup\u003e15\u003c/sup\u003e. PR is recognized as a key protective factor that assists individuals in adjusting their psychological states, thereby enhancing their capacity to adapt to stressful environments\u003csup\u003e16,10\u003c/sup\u003e. It encompasses the ability to modify behaviors when confronted with challenging or threatening circumstances, as well as the flexibility and resilience required to recover from adverse emotional experiences in response to the evolving demands of diverse situations For those operating in high-pressure environments, this capability is particularly significant\u003csup\u003e17-18\u003c/sup\u003e. According to the Psychological Quality Theory, PR is identified as a personality factor intrinsically linked to adaptability\u003csup\u003e19\u003c/sup\u003e. Studies have demonstrated that PR can improve individuals\u0026rsquo; social adaptation\u003csup\u003e20\u003c/sup\u003e, and further findings suggest that PR exerts a pronounced positive effect on SA\u003csup\u003e21\u003c/sup\u003e. Research exploring the relationship between PR and the SA of college freshmen has identified a significant positive correlation between these variables, indicating that higher PR levels correspond to improved SA among students\u003csup\u003e19\u003c/sup\u003e. Moreover, it has been revealed that enhancing PR can foster positive emotions, promote cognitive functioning, and thereby improve students\u0026rsquo; school adaptability\u003csup\u003e21\u003c/sup\u003e.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eThe relationship between mindfulness and PR, and whether PR functions as a mediating factor between mindfulness and SA, warrants further exploration. According to the trauma resilience model (TRM), mindfulness provides positive psychological resources that facilitate individual recovery and support the development of self-regulation abilities\u003csup\u003e22\u003c/sup\u003e. Individuals with elevated mindfulness levels experience fewer adverse emotional reactions and demonstrate the ability to return to baseline emotional states more rapidly when confronted with negative stimuli\u003csup\u003e23\u003c/sup\u003e. Mindfulness is recognized as an internal resource capable of influencing PR and fostering its enhancement\u003csup\u003e24\u003c/sup\u003e. Empirical evidence suggests that mindfulness positively predicts PR, and mindfulness-based interventions are considered a significant approach for improving cognitive and PR levels\u003csup\u003e25-26\u003c/sup\u003e. Consequently, this study hypothesizes that PR serves a mediating function in the relationship between mindfulness and SA.\u003c/p\u003e\n\u003cp\u003eIn addition to PR enhancing the SA of college students, self-harmony may also play a related role. Self-harmony is defined as the consistency between self-perceptions and the internal coordination within an individual\u003csup\u003e27\u003c/sup\u003e. It serves as a robust guarantee of adaptability, enabling the maintenance of both internal and external balance. Individuals with high self-harmony demonstrate greater adaptability and are better equipped to address a variety of external challenges\u003csup\u003e28\u003c/sup\u003e. Numerous studies have identified a positive effect of self-harmony on mental health\u003csup\u003e29-30\u003c/sup\u003e. In research exploring the relationship between self-harmony and individual adaptability, findings consistently reveal that individuals with elevated self-harmony exhibit stronger self-regulation abilities, greater adaptability to external environments, and the capacity to balance themselves with their surroundings, thereby sustaining a stable and positive mentality\u003csup\u003e31\u003c/sup\u003e. Additionally, some investigations have demonstrated that self-harmony significantly influences the social and academic adaptation of college students\u003csup\u003e32-33\u003c/sup\u003e, as well as the enrollment adaptation of first-year students\u003csup\u003e34\u003c/sup\u003e.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eMoreover, mindfulness is closely associated with self-harmony. Mindfulness enhances individuals\u0026rsquo; capacity to confront the present situation, objectively evaluate their internal perspectives, improve cognitive flexibility, and avoid being constrained by stereotyped thinking, thereby fostering greater harmony with their external environment\u003csup\u003e35\u003c/sup\u003e. Research indicates that higher levels of mindfulness correlate with greater confidence, optimism, resilience, and hope, as well as enhanced self-harmony\u003csup\u003e36-37\u003c/sup\u003e. Further studies have found that mindfulness training can reduce experiences of disharmony, self-inflexibility, and rigidity, ultimately improving self-harmony\u003csup\u003e38-39\u003c/sup\u003e. A study involving student participants revealed that mindfulness enables individuals to consciously focus on their own lives and academic pursuits, and that higher levels of mindfulness are associated with enhanced self-harmony overall\u003csup\u003e35\u003c/sup\u003e. Based on this, it is hypothesized that self-harmony serves as a mediating factor in the relationship between mindfulness and college student SA.\u003c/p\u003e\n\u003cp\u003eIn summary, this study posits the following hypotheses: (1) mindfulness is positively associated with SA; (2) the relationship between mindfulness and SA is mediated by PR; and (3) the relationship between mindfulness and SA is also mediated by self-harmony. The proposed hypothetical model of this study is illustrated in Figure 1.\u003c/p\u003e"},{"header":"Materials and Methods","content":"\u003cp\u003e\u003cstrong\u003eParticipants\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eUsing the cluster sampling method, input questions were distributed through the online platform Questionnaire Star (www.wjx.cn), and the generated QR code was shared within class WeChat groups from October 11 to October 15, 2024. A total of 350 questionnaires were disseminated, and invalid responses, such as random answers or incomplete submissions, were excluded. Ultimately, 312 valid questionnaires were collected, resulting in a response rate of 90.0%. Among the participants, 167 were male (53.5%), and 145 were female (46.5%). The sample included 104 freshmen (33.33%), 79 sophomores (25.32%), 70 juniors (22.44%), and 59 seniors (18.91%). Participants\u0026rsquo; ages ranged from 17 to 23 years (M = 20.13; SD = 0.98).\u0026nbsp;\u003c/p\u003e\n\u003cp\u003ePrior to the initiation of the study, the purpose and significance of the research were elaborated in detail to both the participants, from whom informed consent was obtained. This study was approved by the Ethics Committee of Mudanjiang Medical University (Approval No. 202402035) and conducted in accordance with relevant guidelines as well as the Declaration of Helsinki.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eMeasures\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eIn this study, demographic questionnaires were initially employed to gather personal information, including gender, age, and class. Subsequently, the Mindful Attention Awareness Scale, the 10-item Connor-Davidson resilience scale (CD-RISC-10), the self-consistency and congruence scale (SCCS), and the school adaptation of college students questionnaire (SCSQ) were utilized to assess the levels of mindfulness, PR, self-harmony, and SA among the participants.\u003c/p\u003e\n\u003cp\u003eMindfulness attention awareness scale (MAAS):\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003eThe MAAS, developed by Brown et al. and revised by Deng et al.\u003csup\u003e40\u003c/sup\u003e, was employed in this study. This scale comprises a single dimension with 15 items and utilizes a 6-point Likert scoring system (1\u0026ndash;6, representing \u0026ldquo;always\u0026rdquo; to \u0026ldquo;never\u0026rdquo;). Notably, the scale is reverse-scored to describe non-mindfulness; hence, higher scores indicate a lower frequency of non-mindfulness and, consequently, a higher level of mindfulness. In this investigation, the Cronbach\u0026rsquo;s \u0026alpha; of the scale was calculated as 0.939. Confirmatory factor analysis (CFA) demonstrated a good model fit, with \u0026chi;\u0026sup2;/df = 3.564, CFI = 0.943, TLI = 0.927, and RMSEA = 0.080. Factor loadings exceeded 0.70, and the composite reliability (CR) was determined to be 0.938, which is above the threshold of 0.70, indicating strong reliability of the scale.\u003c/p\u003e\n\u003cp\u003e10-item Connor-Davidson Resilience Scale (The CD-RISC-10)\u003cstrong\u003e.\u0026nbsp;\u003c/strong\u003eThe CD-RISC-10 is a simplified version of the CD-RISC, which originally consisted of 25 items, developed by Campbell et al.\u003csup\u003e41\u003c/sup\u003e. The Chinese version was revised by Ye et al.\u003csup\u003e42\u003c/sup\u003e. This scale comprises three dimensions: acceptance of change, resistance to stress, and hardiness, encompassing a total of 10 items. It employs a 5-point Likert scoring system (0\u0026ndash;4, representing \u0026ldquo;never\u0026rdquo; to \u0026ldquo;always so\u0026rdquo;), and the total PR score is calculated by summing the scores of all items. In this study, the Cronbach\u0026rsquo;s \u0026alpha; of the scale was determined to be 0.940. CFA demonstrated a good model fit, with \u0026chi;\u0026sup2;/df = 2.497, CFI = 0.980, TLI = 0.969, and RMSEA = 0.070. All factor loadings exceeded 0.7, and the CR ranged from 0.868 to 0.934, indicating strong reliability. Additionally, the average variance extracted (AVE) values ranged from 0.76 to 0.88, exceeding 0.50 and surpassing the square of the pairwise correlation coefficients, thereby demonstrating good discriminant validity for the scale.\u003c/p\u003e\n\u003cp\u003eSelf-Consistency and Congruence Scale (SCCS). The SCCS, developed by Wang Dengfeng\u003csup\u003e43\u003c/sup\u003e, was utilized in this study. This scale comprises 35 items and includes three dimensions: self-rigidity, self-experience disharmony, and self-flexibility. A 5-point Likert scoring system is employed (1\u0026ndash;5, representing \u0026ldquo;completely disagree\u0026rdquo; to \u0026ldquo;completely agree\u0026rdquo;). Items with reverse scoring were adjusted accordingly and combined with other items to calculate the total self-harmony score. In this study, the Cronbach\u0026rsquo;s \u0026alpha; for the scale was determined to be 0.875. CFA indicated that the scale demonstrated a good model fit, with \u0026chi;\u0026sup2;/df = 2.910, CFI = 0.903, TLI = 0.900, and RMSEA = 0.066. All factor loadings exceeded 0.7, and the CR ranged from 0.847 to 0.883, reflecting strong reliability. Additionally, the AVE values ranged from 0.685 to 0.696, exceeding 0.50 and surpassing the square of the pairwise correlation coefficients, thereby demonstrating good discriminant validity.\u003c/p\u003e\n\u003cp\u003eSimple Coping Style Questionnaire (SCSQ). The SCSQ, developed by Huang, was employed to assess the SA of college students\u003csup\u003e44\u003c/sup\u003e. This questionnaire encompasses four dimensions: cultural adaptation, learning adaptation, interpersonal adaptation, and school political adaptation, comprising a total of 15 items. A 6-point Likert scoring system is utilized, where scores ranging from 1 to 6 represent \u0026ldquo;strongly disagree\u0026rdquo; to \u0026ldquo;strongly agree\u0026rdquo;. The total SA score is derived by summing the scores of all items. In this study, the Cronbach\u0026rsquo;s \u0026alpha; of the questionnaire was determined to be 0.876. CFA indicated that the scale demonstrated a good model fit, with \u0026chi;\u0026sup2;/df = 2.936, CFI = 0.936, TLI = 0.919, and RMSEA = 0.076. All factor loadings exceeded 0.7, and the CR ranged from 0.710 to 0.940, reflecting strong reliability. Additionally, the AVE values ranged from 0.685 to 0.696, exceeding 0.50 and surpassing the square of the pairwise correlation coefficients, thereby demonstrating good discriminant validity.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eProgram and data processing\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe data for this study were collected using a questionnaire method. To ensure the validity of the data, participants were informed prior to the distribution of the questionnaire that the survey was conducted anonymously and that the data collected would be used solely for academic research purposes. Participants were also instructed to respond truthfully. Data were entered into SPSS 22.0 for descriptive statistical analysis. Mplus 7.4 was utilized to construct a multiple mediation structural equation model and to develop a bootstrap program to examine the relationship between mindfulness and college students\u0026rsquo; SA, as well as the mediating roles of PR and self-harmony. Model fit was assessed using \u0026chi;\u0026sup2;/df, RMSEA, CFI, and TLI, with acceptable criteria being CFI \u0026gt; 0.90, RMSEA \u0026lt; 0.08, and TLI \u0026gt; 0.90. The bootstrap program, based on 1,000 resamples, was employed to test direct and mediating effects. A significant effect was indicated when the 95% confidence interval (CI) did not include zero.\u003c/p\u003e"},{"header":"Results","content":"\u003cp\u003e\u003cstrong\u003eCorrelation analysis between variables\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eDescriptive statistics and correlation analysis were conducted on mindfulness, PR, self-harmony, and SA. The results revealed a significant positive relationship among mindfulness, PR, self-harmony, and SA (Table 1).\u0026nbsp;\u003c/p\u003e\n\u003cdiv\u003e\n \u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"548\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 183px;\"\u003e\n \u003cp\u003eVariables\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 109px;\"\u003e\n \u003cp\u003eM\u0026plusmn;SD\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 72px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 58px;\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e4\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 183px;\"\u003e\n \u003cp\u003emindfulness\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 109px;\"\u003e\n \u003cp\u003e60.57\u0026plusmn;14.88\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 72px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 58px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 183px;\"\u003e\n \u003cp\u003epsychological resilience\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 109px;\"\u003e\n \u003cp\u003e36.02\u0026plusmn;7.31\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 72px;\"\u003e\n \u003cp\u003e0.672**\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 58px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 183px;\"\u003e\n \u003cp\u003eself-harmony\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 109px;\"\u003e\n \u003cp\u003e115.65\u0026plusmn;12.89\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 72px;\"\u003e\n \u003cp\u003e0.568**\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e0.553**\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 58px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 183px;\"\u003e\n \u003cp\u003eschool adaptation\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 109px;\"\u003e\n \u003cp\u003e59.32\u0026plusmn;11.69\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 72px;\"\u003e\n \u003cp\u003e0.564**\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e0.626**\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 58px;\"\u003e\n \u003cp\u003e0.424**\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003c/table\u003e\n\u003c/div\u003e\n\u003cp\u003e\u003cstrong\u003eTable 1.\u003c/strong\u003e Descriptive statistics and correlation analysis of variables. Note：\u003csup\u003e**\u003c/sup\u003e\u003cem\u003ep\u003c/em\u003e＜0.01\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCommon method bias\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eGiven that all data utilized in this study originated from questionnaire surveys, it was imperative to examine the presence of any common method biases. The Harman One Factor Test revealed six factors with eigenvalues exceeding 1, with the first factor accounting for 21.152% of the variance, which remains below the critical threshold of 40%. These findings indicate that common method bias was not a significant concern in this study\u003csup\u003e45\u003c/sup\u003e.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eMediation effect analysis\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eTo examine the hypothesis that PR and self-harmony mediate the association between mindfulness and college students\u0026rsquo; SA, a structural equation model (SEM) was constructed. In this model, mindfulness was treated as the independent variable f1 (a1\u0026ndash;a15 representing the 15 items of the mindfulness scale), PR was included as the mediating variable f3 (fb1, fb2, and fb3 representing the three dimensions of PR: acceptance of change, resistance to stress, and hardiness), and SA was designated as the dependent variable f4 (fc1, fc2, fc3, and fb4 representing the four dimensions of SA: cultural adaptation, learning adaptation, interpersonal relationship adaptation, and school political adaptation). The structural equation model was developed (details in Figure 2), and the model\u0026rsquo;s fit indices were estimated (Table 2). The values presented in Table 3 demonstrate a good model fit, with \u0026chi;\u0026sup2;/df = 2.499, CFI = 0.988, TLI = 0.980, and RMSEA = 0.051.\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"426\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 71px;\"\u003e\n \u003cp\u003ec\u003csup\u003e2\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 71px;\"\u003e\n \u003cp\u003edf\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 71px;\"\u003e\n \u003cp\u003ec\u003csup\u003e2\u003c/sup\u003e/df\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 71px;\"\u003e\n \u003cp\u003eCFI\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 71px;\"\u003e\n \u003cp\u003eTLI\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 71px;\"\u003e\n \u003cp\u003eRMSEA\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 71px;\"\u003e\n \u003cp\u003e29.999\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 71px;\"\u003e\n \u003cp\u003e12\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 71px;\"\u003e\n \u003cp\u003e2.499\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 71px;\"\u003e\n \u003cp\u003e0.988\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 71px;\"\u003e\n \u003cp\u003e0.980\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 71px;\"\u003e\n \u003cp\u003e0.051\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003cstrong\u003eTable 2.\u003c/strong\u003e Intermediary Model Fit Index\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eThe bootstrap program was employed in this study to examine the mediating effects of PR and self-harmony in the relationship between mindfulness and college students\u0026rsquo; SA. This method required the specification of the sampling frequency, which was set to 1000 for the present analysis, followed by the computation of the 95% CI. If 0 is not contained within the interval, it suggests a significant mediating effect; conversely, if 0 is included, it indicates the absence of a mediating effect. The results of the bootstrap test (Table 3) revealed that the standardized estimate for the direct effect of mindfulness on SA was 0.266, with a 95% CI [0.248, 0.485], excluding 0, thereby demonstrating a significant direct effect of mindfulness on SA. Furthermore, the standardized estimate for the mindfulness \u0026rarr; PR \u0026rarr; SA pathway was 0.354, with a 95% CI [0.231, 0.477], which also excluded 0, indicating the significant mediating role of PR. However, the standardized estimate for the mindfulness \u0026rarr; self-harmony \u0026rarr; SA pathway was 0.013, with a 95% CI [-0.067, 0.093], which included 0, suggesting that the mediating effect of self-harmony was not significant.\u0026nbsp;\u003c/p\u003e\n\u003cdiv\u003e\n \u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"648\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 336px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003ePath\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003eStandardized estimates\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 50px;\"\u003e\n \u003cp\u003e\u003cem\u003e\u0026nbsp;\u003c/em\u003e\u003c/p\u003e\n \u003cp\u003e\u003cem\u003eP\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"top\" style=\"width: 167px;\"\u003e\n \u003cp\u003e95% \u003cem\u003eCI\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003eLower2.5%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 83px;\"\u003e\n \u003cp\u003eUpper2.5%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 336px;\"\u003e\n \u003cp\u003emindfulness\u0026mdash;school adaption\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp\u003e0.266\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50px;\"\u003e\n \u003cp\u003e0.000\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003e0.248\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 83px;\"\u003e\n \u003cp\u003e0.485\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 336px;\"\u003e\n \u003cp\u003emindfulness\u0026mdash;psychological resilience\u0026mdash;school adaption\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp\u003e0.354\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50px;\"\u003e\n \u003cp\u003e0.000\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003e0.231\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 83px;\"\u003e\n \u003cp\u003e0.477\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 336px;\"\u003e\n \u003cp\u003emindfulness\u0026mdash;self-harmony\u0026mdash;school adaption\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp\u003e0.013\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50px;\"\u003e\n \u003cp\u003e0.757\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003e-0.067\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 83px;\"\u003e\n \u003cp\u003e0.093\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003c/table\u003e\n\u003c/div\u003e\n\u003cp\u003e\u003cstrong\u003eTable 3.\u003c/strong\u003e Standardized estimates of direct and indirect effects\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eBased on the standardized estimates derived from the structural equation model, the mediating effect of PR was calculated as 0.354, while the mediating effect of self-harmony was determined to be 0.013, resulting in a total mediating effect of 0.367. The direct effect of mindfulness on SA was estimated at 0.266, yielding a total effect of 0.633. The proportion of the direct effect relative to the total effect was 42.02%, whereas the proportion of the indirect effect relative to the total effect was 57.98%. Among the mediating effects, PR accounted for 55.92% of the total effect, while self-harmony accounted for only 2.05%.\u003c/p\u003e"},{"header":"Discussion","content":"\u003cp\u003eThe school serves as the primary environment for college students\u0026rsquo; activities, and adapting to school life is regarded as one of their essential developmental tasks. SA is vital for the healthy development of college students and can even exert a lasting influence on an individual\u0026rsquo;s entire life. In recent years, college students have faced various pressures, rendering them susceptible to issues such as anxiety, depression, and maladaptation. Their overall mental health status remains concerning. A high level of SA contributes positively to students\u0026rsquo; physical and mental well-being and supports the establishment of a healthy school environment. This study employed a questionnaire survey to collect data, constructed a structural equation model, and investigated the factors and mechanisms influencing college students\u0026rsquo; SA. The findings reveal that mindfulness has a significant direct effect on SA among college students, with PR playing a significant mediating role. However, the mediating effect of self-harmony was not found to be statistically significant.\u003c/p\u003e\n\u003cp\u003eIn this study, mindfulness was demonstrated to have a positive association with college students\u0026rsquo; SA. This finding highlights the importance of fostering mindfulness among college students to help them adapt more effectively to school life. Mindfulness refers to an individual\u0026rsquo;s awareness of their current emotional state and the ability to accept and acknowledge experiences. Those with high levels of mindfulness are less disturbed by intrusive thoughts or memories, enabling them to manage emotional distress effectively. Consequently, they can concentrate on personal goals and achievements, intentionally directing their attention to present pleasant experiences, which enhances the intensity and frequency of positive emotions. This, in turn, positively influences their adaptability\u003csup\u003e46\u003c/sup\u003e. In prior studies on mindfulness, scholars consistently observed that individuals with higher levels of mindfulness exhibit stronger emotional regulation abilities\u003csup\u003e47\u003c/sup\u003e. Such individuals are more likely to adopt positive emotional regulation strategies and are less prone to automatic negative evaluations of adverse external events. Instead, they engage in positive cognitive re-evaluations of such events\u003csup\u003e48\u003c/sup\u003e. Emotional regulation, as an essential factor influencing SA, has been shown to positively affect adolescents\u0026rsquo; SA\u003csup\u003e49\u003c/sup\u003e. Additionally, individuals with elevated mindfulness levels often maintain strong peer relationships and interact positively with others, which further enhances their SA\u003csup\u003e50\u003c/sup\u003e.\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eFurthermore, mediation analysis indicates that mindfulness may enhance college students\u0026rsquo; SA indirectly by improving PR. From a psychological standpoint, mindfulness has been shown to strengthen tolerance, cognitive flexibility, and self-regulation in managing negative emotions. From a physiological perspective, mindfulness practices have been found to alter brain structure and function, reduce the activity intensity and gray matter density of the amygdala, and lower stress perception levels, all of which contribute to the enhancement of an individual\u0026rsquo;s PR\u003csup\u003e10\u003c/sup\u003e. Additionally, the TRM posits that mindfulness, as an internal psychological resource for injured individuals, can elevate their level of PR\u003csup\u003e51\u003c/sup\u003e.\u003c/p\u003e\n\u003cp\u003ePR has been shown to enhance psychological flexibility, instill greater hope and confidence in adverse environments, and facilitate recovery from current difficulties, thereby promoting an adaptive state\u003csup\u003e52\u003c/sup\u003e. Additionally, PR contributes to improved interpersonal relationships and the alleviation of negative emotional experiences. Individuals with high PR are more likely to exhibit positive psychological attributes, such as optimism, resilience, and constructive coping strategies, which enable them to manage psychological distress more effectively and adapt to their surroundings\u003csup\u003e53\u003c/sup\u003e.\u003c/p\u003e\n\u003cp\u003eThis study also revealed a significant positive relationship between mindfulness and self-harmony, indicating that college students with higher levels of mindfulness tend to exhibit greater self-harmony. Mindfulness refers to the ability to maintain attention and awareness of present experiences without judgment. Previous research has demonstrated that mindfulness enhances cognitive flexibility and the capacity to decenter one\u0026rsquo;s thinking. This allows individuals to maintain a distance from their internal thoughts, preventing excessive involvement in negative patterns and avoiding cognitive blind spots. Such processes enable them to overcome the constraints of rigid thinking, fostering harmony across various aspects of their lives\u003csup\u003e54, 38\u003c/sup\u003e.\u003c/p\u003e\n\u003cp\u003eHowever, the findings indicated that the path coefficient between self-harmony and SA was not statistically significant, which contradicts the hypothesis proposed in this study. This inconsistency may be attributed to the presence of a moderating variable influencing the relationship between self-harmony and SA. These results suggest that future research could incorporate moderating variables and develop moderated mediation models to more comprehensively analyze the mediating effects of self-harmony.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eLimitations\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis study employed structural equation modeling to examine the comprehensive effects of mindfulness, self-harmony, and PR on college students\u0026rsquo; SA, while identifying the mediating role of PR. Although the findings contribute to the enrichment of relevant theories and provide valuable insights for psychological interventions in schools, several limitations should be noted. Firstly, the sampling range and sample size were limited, as this study was conducted only in a few universities located in Heilongjiang and Henan Provinces. Future research could expand the geographical and age ranges of sampling to enhance the generalizability of the results. Secondly, the cross-sectional design of this study prevents the effective verification of causal relationships between variables. Longitudinal research should be considered in future investigations. Finally, while this study explored mediating variables, potential moderating variables between mindfulness and SA remain unexamined. Future research could focus on identifying and analyzing these moderating variables.\u003c/p\u003e"},{"header":"Conclusion","content":"\u003cp\u003eIn conclusion, the following findings were derived from this study: (1) A significant and positive relationship was observed between mindfulness and college students\u0026rsquo; SA; (2) Mindfulness may indirectly enhance college students\u0026rsquo; SA by increasing PR; (3) Self-harmony did not mediate the relationship between mindfulness and college students\u0026rsquo; SA.\u003c/p\u003e\n\u003cp\u003eThis study holds both theoretical and practical significance. The findings provide new evidence supporting the Mindfulness Coping Model Theory and extend its applicability to the Chinese college student population. By enhancing PR, mindfulness facilitates the development of SA. Understanding this mechanism can inform psychological interventions aimed at improving college students\u0026rsquo; SA.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eEthical approval\u0026nbsp;\u003c/strong\u003eThis study was approved by the Ethics Committee of Mudanjiang Medical University (Approval number: 20240712).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eResearch data\u003c/strong\u003e\u0026nbsp; If there is a reasonable request, you can contact the corresponding author to obtain the data.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConflict of interest\u003c/strong\u003e\u0026nbsp; All authors declared no conflicts of interest.\u003c/p\u003e\u003cp\u003e\u003cstrong\u003eAcknowledgements \u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThanks to Mr. Qiang Li from Heilongjiang Province and Ms. Jinghan Chen from Henan Province for their help in sampling participants and distributing questionnaires in this study.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAuthors contribution\u003c/strong\u003e \u0026nbsp;\u003c/p\u003e\n\u003cp\u003eLianchao An: Conceptualization, research design, and paper writing; Chuanjuan Sun: Distribution of questionnaires, collection of data; Baiyang Liu: Distribution of questionnaires, collection of data; Zhen Xuan: Data analysis and paper formatting; Fei Liu: Conceptualization, searching for the questionnaires and paper writing.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding\u003c/strong\u003e \u003cstrong\u003eDeclaration\u003c/strong\u003e\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eThis research was supported by Central Support for Local Universities\u0026rsquo; Reform and Development Outstanding Young Talents Project (ZYZCDF-20210233), Heongjiang Province Philosophy and Social Sciences Research Planning Project (20SHC177), and Mudanjiang Medical University Doctoral Research Start-up Fund (21-MYBSKY-059)\u003c/p\u003e\n\u003cp\u003eBefore the official initiation of the study, the research team communicated with the participants. Through easy-to-understand language, graphic materials, and case demonstrations, the team comprehensively and meticulously explained the research objectives, specific procedures, and expected significance. After ensuring that the participants fully understood the research content, answering all their questions, and allowing them to carefully consider, the participants voluntarily signed the informed consent form in writing, clearly indicating their agreement to participate in the study.\u003c/p\u003e\n\u003cp\u003eThis study has undergone strict review and approval by the Ethics Committee of Mudanjiang Medical University (Approval No. 202412247). Throughout the implementation of the study, it strictly adheres to the basic ethical principles stipulated in the Declaration of Helsinki, and at the same time, strictly implements relevant laws, regulations, and guidelines such as the Measures for the Ethical Review of Biomedical Research Involving Humans promulgated by the National Health Commission. The research team receives regular ethical training and has established a sound ethical supervision mechanism to ensure that all research procedures are conducted within an ethical framework, fully protecting the rights, safety, and privacy of the participants.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n\u003cli\u003eYe, B. J. How the Stress the Minority College students received in the Han district colleges impacted their college adaptation. \u003cem\u003eJ. Psycholo. 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Sci, \u003c/em\u003e\u003cstrong\u003e28\u003c/strong\u003e(9), 778-752. http://doi.org/ 10.3760/cma.j.issn.1674-6554.2019.09.003 (2019).\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"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":"Mindfulness, Psychological resilience, Self-harmony, School adaptation","lastPublishedDoi":"10.21203/rs.3.rs-7090746/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-7090746/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eMindfulness is critical for college students\u0026rsquo; physical and mental well-being, yet its role in enhancing college students\u0026rsquo; school adaptation (SA) remains insufficiently investigated to date. Consequently, this study aims to examine the relationship between mindfulness, psychological resilience (PR), self-harmony, and college students\u0026rsquo; SA. A total of 312 students were randomly selected from three universities in Heilongjiang and Henan Province for assessment. The instruments utilized include the mindfulness attention awareness scale, the 10-item Connor-Davidson resilience scale, the self-consistency and congruence scale, and the school adaptation of college students questionnaire. Correlation analysis reveals that mindfulness, PR, self-harmony, and SA are significantly and positively associated. Structural equation modeling indicates that PR functions as a mediating factor between mindfulness and college students\u0026rsquo; SA; however, the mediating influence of self-harmony in this relationship is not statistically significant. These findings highlight the pivotal role of PR in linking mindfulness to college students\u0026rsquo; SA. This study enhances the understanding of the mechanisms underlying SA in Chinese college students and suggests that college mental health education could focus on mindfulness interventions to elevate mindfulness levels, strengthen PR, and ultimately improve SA.\u003c/p\u003e","manuscriptTitle":"Mindfulness and school adaptation among Chinese university students: examining the mediating effects of psychological resilience and self-harmony","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-08-22 11:26:18","doi":"10.21203/rs.3.rs-7090746/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"decision","content":"Revision requested","date":"2025-09-03T16:26:12+00:00","index":"","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-08-28T07:52:20+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"179096754483509853762284252636801992154","date":"2025-08-27T13:57:05+00:00","index":"hide","fulltext":""},{"type":"reviewersInvited","content":"","date":"2025-08-15T12:47:30+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2025-07-21T04:26:23+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2025-07-15T02:08:49+00:00","index":"","fulltext":""},{"type":"submitted","content":"Scientific Reports","date":"2025-07-15T02:05:24+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":"c2b511dd-f159-4390-ae40-a88738f11427","owner":[],"postedDate":"August 22nd, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"published-in-journal","subjectAreas":[{"id":53242491,"name":"Health sciences/Health care"},{"id":53242492,"name":"Biological sciences/Psychology"},{"id":53242493,"name":"Social science/Psychology"}],"tags":[],"updatedAt":"2025-12-01T16:07:03+00:00","versionOfRecord":{"articleIdentity":"rs-7090746","link":"https://doi.org/10.1038/s41598-025-25486-3","journal":{"identity":"scientific-reports","isVorOnly":false,"title":"Scientific Reports"},"publishedOn":"2025-11-24 15:58:03","publishedOnDateReadable":"November 24th, 2025"},"versionCreatedAt":"2025-08-22 11:26:18","video":"","vorDoi":"10.1038/s41598-025-25486-3","vorDoiUrl":"https://doi.org/10.1038/s41598-025-25486-3","workflowStages":[]},"version":"v1","identity":"rs-7090746","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-7090746","identity":"rs-7090746","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}