The Relationship between Psychological Resilience and Learning Engagement of College Students: Moderated Mediation Effects of Upward Social Comparison and Shame

doi:10.21203/rs.3.rs-5040948/v1

Background and aims: learning engagement is an important indicator for assessing students' development and evaluating the quality of school education. How to improve students' learning engagement has attracted widespread attention. Based on the perspective of positive psychology, this study explores the mechanism of student's positive psychological resource (psychology resilience) on learning engagement, while also considering the inevitable effects of social comparison and emotions among students.

Method: In this study, a questionnaire survey was conducted on 1784 college student in Tianjin. Participants completed the psychological resilience questionnaire, shame scale, learning engagement scale and upward social comparison scale.

Results: These results showed that psychological resilience predicted learning engagement not only directly but also indirectly via shame. Shame played a partial mediating role between psychological resilience and learning engagement. Additionally, upward social comparison moderated the process of psychological resilience predicting sham.

Conclusion: Shame and upward social comparison may serve as important variables in the relationship between psychological resilience and learning engagement. These findings provide a new perspective for interventions of students' learning engagement. In the future, educators can further improve students' academic performance and mental health by strengthening their psychological resilience and guiding them to effectively cope with the pressure of social comparison.

psychological resilience

learning engagement

shame

upward social comparisonpsychological resilience

learning engagement

shame

upward social comparison

In recent years, quality has become a central theme in higher education [1]. With increasing emphasis on the quality of higher education and the promotion of positive mental health in China [2], the focus of education has gradually shifted from improving students' academic performance to cultivating the learning process. Learning engagement, as a crucial indicator of the learning process and a major determinant of student learning quality [3], has attracted widespread attention among researchers [4-5]. It refers to the individual's active and fulfilling mental state during the learning process [6]. In addition, good learning engagement has been associated with reduced dropout rates, enhanced life satisfaction, and the maintenance of a good level of mental health [7-8]. Accordingly, exploring the mechanisms that influence learning engagement is of great importance [9].

Students' learning engagement is driven by various factors [10], among which psychological resilience plays a crucial role [11]. As resilience theory emphasizes, the ability to thrive in the face of adversity or difficult conditions is critical to academic performance [12]. Psychological resilience refers to the ability to maintain and restore mental health [13], cope with adversity, and continue to develop in a healthy and adaptive manner [14]. It serves as a self-regulatory mechanism that helps individuals to successfully cope with stressful situations and positively impacts learning engagement. Previous research has also found a strong association between psychological resilience and learning engagement [15]. Specifically, psychological resilience, as a positive psychological resource, motivates students to seek and utilize protective strategies during the learning process, to better cope with academic challenges, to remain motivated and enthusiastic about learning, and to participate more actively in classroom interactions and to enhance learning engagement [16-17]. Based on the above, Hypothesis 1 is proposed: psychological resilience can positively predict learning engagement. However, the specific mechanism through which psychological resilience influences learning engagement remains unclear. Therefore, the current study aims to explore the underlying mechanism by which psychological resilience affects learning engagement, which can help schools and educators in implementing effective intervention measures to enhance students’ learning outcomes.

It is noteworthy that emotion may serve as a mediator between psychological resilience and learning engagement. Emotion is a crucial psychological outcome that profoundly influences students' learning motivation [18], cognitive strategies, and behavioral performance [19]. Previous research found that shame, as an emotion [20], was closely associated with students' psychological well-being [21-22]. Among various types of emotions, Turner (2002) demonstrated that when students felt shame, they tended to perceive their efforts as futile, which in turn led to a lack of motivation to engage in tasks or work toward goals, resulting in lower levels of learning engagement [23]. This suggests that shame may decrease students' learning engagement. Additionally, a substantial body of research indicates that psychological resilience is related to the regulation of negative emotions [24-25]. For example, Kim (2016) found that psychological resilience could reduce students' problematic behavior by alleviating their negative emotions [26]. Based on this, the current study proposes Hypothesis 2: shame mediates the relationship between psychological resilience and learning engagement.

Furthermore, social comparison is one of the essential characteristics of classroom environments [27-28]. In daily learning and life, individuals naturally compare themselves with others to assess their relative status [29]. According to the achievement emotion theory, students who habitually engage in upward social comparison (comparing themselves with those better than themselves) often have poorer self-evaluations and more negative reactions [30]. Specifically, frequent upward social comparisons can make individuals feel threatened and cause them to lower their self-assessment, leading to a sense of inferiority compared to the comparison target and amplifying feelings of shame [31-32]. In this context, psychological resilience, as a self-regulatory mechanism and the ability to adapt effectively to stressful conditions [14], is activated in reducing shame. Because under the high level of upward social comparison pressure, psychological resilience can help individuals better cope with stress and threats, and reduce the negative emotional impact of upward social comparison [25].

It has also been found that individuals with high psychological resilience are able to cope with adversity in a more positive way, reduce the generation of shame [24], and maintain psychological balance under the pressure of social comparison. Consequently, students can sustain higher levels of learning engagement and positive self-evaluation. McCarthy (2023) suggest that inappropriate upward social comparison exacerbates negative attitudes (e.g., shame) among college students [33]. Moreover, these activated negative attitudes could adversely affect students' academic performance, leading to academic fatigue and disengagement [34]. Simultaneously, frequent upward social comparison leads to increasing stress and depletion of psychological resources, and that the continual feeling of falling behind others can evoke a sense of helplessness, compelling individuals to give up on their efforts [35]. In such circumstances, when individuals perceive themselves facing insurmountable adversity, the negative effects of this adversity will diminish their level of psychological resilience [36]. Thus, it can be observed that upward social comparison may weaken psychological resilience and even its protective effect on individuals, thereby leading to the emergence of negative emotions or problematic behaviors [34]. Based on this, Hypothesis 3 is proposed: the indirect effect of psychological resilience on learning engagement via shame is moderated by upward social comparison.

In summary, at the stage of university, students' learning engagement not only directly impacts their academic performance but also plays a crucial role in shaping their future career development and personal growth [37]. Based on the perspective of positive psychology, this study aims to explore the relationship between psychological resilience—a positive psychological trait—and learning engagement, while also considering the mediating role of shame and the moderating effect of upward social comparison. By thoroughly examining the relationships among these variables, this study aims to provide more specific and practical guidance for higher education, helping students overcome learning difficulties, improve their learning efficiency, and maximize their potential. Additionally, this study’ findings can provide theoretical support and practical recommendations for higher education management and teaching practice.

Hypothetical models of this study were proposed and depicted in Figure 1.

2.1. Participants

Our study distributed 1900 questionnaires across multiple universities in Tianjin, China. Following questionnaire retrieval, further screening procedures were conducted. Data from participants who consistently selected the same answer across all questions exceeding 95%, and data with incomplete responses were removed from data analysis [38]. Ultimately, 1784 valid questionnaires were obtained, resulting in a response rate of 93.89%. Thus, the present study included 1784 college students (M_age = 19.73, SD= 2.61), with 531 males and 1253 females. The present study was approved by the ethics committee of Tianjin Normal University.

2.2. Measures

2.2.1. Psychological Resilience Questionnaire

The Psychological resilience was measured by psychological resilience questionnaire revised by Yu and Zhang (2007) [39], which included three dimensions: tenacity, self-improvement and optimism, with a total of 25 questions. Each item is scored using a five-point Likert scale, ranging from 1 (“strongly agree”) to 5 (“strongly disagree”). Higher scores indicate higher levels of psychological resilience. The Cronbach’s α coefficient was 0.971 in this study.

2.2.2. Upward Social Comparison Scale

This scale was developed by Gibbons and Buunk (1999) [40], and the Chinese version was translated and revised by Bai (2013) [41]. It constitutes the upward social comparison component of the Iowa-Netherlands Social Comparison Tendency Scale. The scale comprises 6 items, scored on a 5-point scale. A higher total score, obtained by summing all item scores, suggests a greater inclination towards upward social comparison behavior. In this study, the Cronbach’s α coefficient was 0.885.

2.2.3. Shame Scale

The shame scale was developed by Cheek and Buss (1981) and consists of 13 items [42]. Each item is rated on a five-point Likert scale ranging from 1 (“very inconsistent”) to 5 (“very consistent”). The higher total score indicates the higher level of shame. In this study, we used the Chinese version of the scale [43], and the Cronbach’s α coefficient was 0.871.

2.2.4. Learning Engagement Scale

This study used the Chinese version of the Utrecht Work Engagement Scale Student (UWES-S) translated by Fang (2008) [44], originally developed by Schaufeli (2002) [45]. This scale comprised three dimensions: motivation, energy and concentration, with a total of 17 items. Responses were scored on a 7-point scale, ranging from 1 (“never”) to 7 (“always”). Higher scores indicated higher levels of student learning engagement. In this study, the Cronbach’s α coefficient was calculated as 0.970.

2.3. Data Analysis

To investigate the relationships among psychological resilience, upward social comparison, shame, and learning engagement, we conducted descriptive statistics and correlation analyses using SPSS 24.0. Subsequently, we utilized the SPSS macro PROCESS to conduct mediation and moderation analyses. In this analysis, psychological resilience served as the independent variable, learning engagement as the dependent variable, shame as the mediating variable, and upward social comparison as the moderating variable, with age and gender included as control variables.

3.1. Descriptive Statistics and Correlation Analysis

Means, standard deviations and correlations coefficients for the study variable were demonstrated in Table 1. The results showed that psychological resilience was positively correlated with learning engagement (r = 0.643, p < 0.001), while negatively associated with shame (r = -0.445, p < 0.001). Upward social comparison was positively correlated with shame (r = 0.243, p < 0.001). In addition, shame negatively associated with learning engagement (r = -0.370, p < 0.001).

Table 1. Means, standard deviations and correlations for the study variable (N = 1784).

	M ± SD	1	2	3	4
1 psychological resilience	94.240±15.688	1
2 upward social comparison	18.690±4.890	-0.011	1
3 shame	35.440±8.887	-0.445^***	0.243^**	1
4 learning engagement	77.960±17.240	0.643^***	-0.003	-0.370^***	1

Note:^** p < 0.01; ^*** p < 0.001.

3.2. Mediation Analyses

As shown in Table 2 and Table 3, controlling for the age and gender of college students, psychological resilience significantly positively predicted learning engagement (β = 0.645, 95% CI [0.608, 0.679]). After introducing shame as a mediator variable, psychological resilience still significantly positively predicted learning engagement (β = 0.599, 95% CI [0.559, 0.638]). Additionally, psychological resilience significantly negatively predicted shame (β = -0.447, 95% CI [-0.487, -0.404]), while shame significantly negatively predicted learning engagement (β = -0.101, 95% CI [-0.141, -0.061]). These results indicated that shame played a significant mediating role in the relationship between psychological resilience and learning engagement, with a mediation effect of 0.045 (95% CI [0.023,0.069]) (see Figure 2).

Table 2. Testing the mediation effect (Model 1: shame).

Predictor	β	SE	t	p	95%CI
psychological resilience	-0.447	0.021	-21.079	0.000	[-0.487, -0.404]
age	0.004	0.008	0.165	0.869	[-0.015, 0.017]
gender	0.108	0.236	5.082	0.000	[0.145, 0.326]
R²	0.210
F	156.298^***

Note: ^*** p < 0.001.

Table 3. Testing the mediation effect (Model 2: learning engagement).

Predictor	β	SE	t	p	95%CI
psychological resilience	0.599	0.020	29.557	0.000	[0.559, 0.638]
shame	-0.101	0.020	-4.953	0.000	[-0.141, -0.061]
age	0.011	0.007	1.560	0.119	[-0.003, 0.025]
gender	-0.071	0.040	-1.780	0.075	[-0.149, 0.007]
R²	0.424
F	323.217^***

Note: ^*** p < 0.001.

3.3. Moderated Mediation Analyses

Table 4 indicated that the interaction between psychological resilience and upward social comparison significantly affected shame (b = -0.096, 95% CI [-0.125, -0.067]). Thus, upward social comparison negatively moderated the mediation of shame in the association between psychological resilience and learning engagement.

Table 5 showed that the interaction between psychological resilience and upward social comparison significantly affected learning engagement (b = -0.058, 95% CI [-0.084, -0.032]), suggesting that upward social comparison, serving as a moderating variable, could negatively moderate the relationship between psychological resilience and learning engagement.

Table 4. Testing the moderated mediation effect (Model 1: shame).

Predictor	B	SE	t	p	95%CI
age	0.001	0.008	0.115	0.909	[-0.014, 0.016]
gender	0.190	0.044	4.277	0.000	[0.103, 0.277]
psychological resilience	-0.470	0.021	-22.823	0.000	[-0.511, -0.430]
upward social comparison	0.261	0.021	12.622	0.000	[0.220, 0.302]
psychological resilience ×upward social comparison	-0.096	0.015	-6.520	0.000	[-0.125, -0.067]
R²	0.282
F	137.998^***

Note: ^*** p < 0.001.

Table 5. Testing the moderated mediation effect (Model 2: learning engagement).

Predictor	B	SE	t	p	95%CI
age	0.011	0.007	1.560	0.119	[-0.003, 0.025]
gender	-0.071	0.040	-1.780	0.075	[-0.150, 0.007]
psychological resilience	0.599	0.020	29.557	0.000	[0.559, 0.638]
shame	-0.101	0.020	-4.953	0.000	[-0.141, -0.061]
R²	0.424
F	323.217^***

Note: ^*** p < 0.001.

The effect of psychological resilience on shame was examined using a simple main-effect analysis at one SD above and below the mean of upward social comparison. The interpretation of this moderating effect, with the predicted shame value as a function of psychological resilience and upward social comparison, was shown in Figure 3. Simple slope tests revealed that the effect of psychological resilience on shame was stronger for adolescents with a high level of upward social comparison (b = -0.567, 95% CI [-0.631, -0.512]) than for those with a low level of upward social comparison (b = -0.374, 95% CI [-0.418, -0.328]).

The current study examined the relationship between psychological resilience and learning engagement, the mediating effect of shame, as well as the moderating effect of upward social comparison among college students. These results of this study found that psychological resilience positively predicted learning engagement. Meanwhile, shame partially mediated the relationship between psychological resilience and learning engagement, indicating that psychological resilience not only directly predicted learning engagement but also indirectly via shame. Furthermore, upward social comparison positively moderated the process of psychological resilience predicting shame. In other words, compared to the high level of upward social comparison, the negative predictive effect of psychological resilience on shame was weaker under the low level of upward social comparison.

4.1. The Relationship between Psychological Resilience and Learning Engagement

The current study found that psychological resilience positively predicted learning engagement, confirming Hypothesis 1. The result is consistent with previous studies that students with high levels of psychological resilience also demonstrate high levels of engagement during the learning process [46-47].

This finding supports the opinion of the conservation of resources theory that adequate resources would bring positive outcomes to individuals [48]. Psychological resilience, as a positive resource possessed by individuals, reflects their ability to adapt positively to stress and adversity [13][49]. Therefore, a high level of psychological resilience can help students quickly integrate into the school environment, actively cope with different learning difficulties and pressures, and maintain an optimal level of learning motivation [18][50], thus enabling them to enjoy the process of learning, put in more effort without being easily fatigued, and persevere in the pursuit of their studies.

In addition, higher levels of learning engagement may also result from clear learning goals and personal endeavors to pursue these goals. Previous study has demonstrated that students with high levels of psychological resilience have clear learning goals and demonstrate greater motivation, energy, and focus in their academic pursuits [15]. As a result, students with high levels of psychological resilience tend to be more focused on learning tasks and improve their learning engagement.

4.2. Mediating Effect of Shame

The current study found that shame partially mediated the relationship between psychological resilience and learning engagement, confirming Hypothesis 2. The result is consistent with previous study [24]. Shame may cause individuals to be more susceptible to academic maladjustment and fatigue [25][51].

Some researchers have suggested that shame, due to its adaptiveness, may lead to avoidance behavior and social withdrawal in individuals [52-53]. During the process of learning, shame may cause students to be restrained, have low class participation, and reduce speaking in class [54]. Meanwhile, when encountering difficulties in learning, shame tends to prevent students from seeking help from teachers and peers, leading them to be more inclined to avoid learning tasks [23]. These avoidance behaviors may weaken students' motivation and self-efficacy, thus affecting their learning engagement. Besides, shame can make students more susceptible to low self-esteem and constant fear of negative evaluations from academic aspects [51]. The resulting chronic stress and anxiety can greatly deplete students' enthusiasm and energy for learning, thereby reducing their learning engagement.

Furthermore, students with low levels of psychological resilience tend to be prone to feelings of shame, which exacerbates their learning difficulties [55]. Conversely, high levels of psychological resilience can help to provide students with confidence, strength, and self-esteem, buffer the impact of shame and help students to counteract the behavioral effects of shame [52], thereby further improving students' learning engagement.

These findings of the current study clearly reveal that psychological resilience can indirectly predict college students' learning engagement via shame, enriching the understanding of the mechanism of the relationship between psychological resilience and learning engagement. This facilitates the design of targeted interventions to help college students overcome psychological barriers to learning and improve learning efficiency.

4.3 Moderating Effect of Upward Social Comparison

The current study found that the indirect impact of psychological resilience on learning engagement via shame was positively moderated by upward social comparison. Specifically, as the level of upward social comparison increased, the negative predictive effect of psychological resilience on shame gradually strengthened, confirming Hypothesis 3. These findings align with the perspective of the process model of psychological resilience [56]. This model of psychological resilience suggests that resilience is not an inherent personality trait but rather a dynamic process, individuals engage in a constant interplay between protective and risk factors to maintain a state of psychological balance when facing stress. Research by Diel (2024) found that upward social comparison could make individuals feel inferior to others, constituting self-threat and leading to a continuous increase in individual stress [35]. Under conditions of heightened pressure, psychological resilience is activated as an ability to effectively adapt to stress or adversity. It helps individuals maintain psychological balance by regulating negative emotions more effectively and reducing the impact of shame. Conversely, students with lower levels of upward social comparison have less stress, and as a result, upward social comparison has less impact on their emotion. Therefore, the moderating effect of psychological resilience on shame is less significant under low upward social comparison pressure compared to high upward social comparison pressure.

Overall, the current study reveals the mechanisms by which psychological resilience, shame, and upward social comparisons influence learning engagement. These findings provide valuable insights for guiding educators to implement effective interventions. For example, targeted training programs focusing on enhancing students’ psychological resilience and social skills can help them overcome feelings of shame and improve their learning engagement. By revealing the moderating effect of upward social comparison, educators can gain a better understanding of the impact of social environments on the psychological well-being and academic performance. This understanding can provide insights for adjusting and optimizing educational policies, facilitating the provision of healthier and more supportive learning environments. Ultimately, this contributes to improving the efficiency and quality of the education system, as well as promoting students' academic development.

This study also had several limitations. First, it was a cross-sectional study that could not identify a causal relationship between psychological resilience and learning engagement. Future research could utilize longitudinal designs to further validate the relationships among psychological resilience, shame, upward social comparison, and learning engagement. Second, all data were collected through self-reported questionnaires, which might be influenced by social desirability bias, memory biases, and limited information coverage. Future researchers could use different methods for data collection. Third, the study sample comprised only college students, limiting the generalizability of the findings to other populations. Future work could examine the reliability of the mediating and moderating models proposed in this study across different age groups.

The current study found that upward social comparison and shame might play important roles in explaining the relationship between psychological resilience and learning engagement. Specifically, shame partially mediated the relationship between psychological resilience and learning engagement, while upward social comparison moderated the pathway from psychological resilience to shame. These findings provide new perspectives for understanding the role of psychological factors in the learning process of college students and help educators design more effective interventions to help students overcome shame and enhance their learning engagement.

Acknowledgments

We express our sincere gratitude to the participants who agreed to participate in this study.

Author Contributions

Conceptualization and methodology, P.L.; data curation and drafting the manuscript, J.J.; interpretation of data, M.H. and X.B.; data collection, X.W. and S.F.

Funding

The present study was supported by the fund of by Jiangsu Provincial University Key Lab of Child Cognitive Development and Mental Health (206110074), Tianjin Normal University Scientific Research Project (52WT2206) and The Postgraduate Innovative Research Projects of Tianjin Normal University (2024KYCX137F).

Ethics approval and consent to participate

The present study was approved by the Institutional Review Board of psychology department at Tianjin Normal University (approval number: 2023050606, date: 5 May 2023). All participants provided their written informed consent to participate in this study.

Data Availability Statement

The original data are available on reasonable request from the corresponding author.

Consent for publication

Not applicable.

Competing interests

The authors declare no conflict of interest.

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No competing interests reported.

The Relationship between Psychological Resilience and Learning Engagement of College Students: Moderated Mediation Effects of Upward Social Comparison and Shame

Status:

Version 1

Abstract

Figures

1. Introduction

2. Method

3. Results

4. Discussion

5. Conclusion

Declarations

References

Additional Declarations

Status:

Version 1