Fostering Mental Health and Resilience: Assessing and Developing Psychological-Emotional Competencies in Cross-University Credit Learning under the New Liberal Arts
Li LiAbstract
Objective
This study aims to assess the psychological and emotional competencies (e.g., resilience, adaptability, interpersonal skills) of students participating in cross-university credit programs under the New Liberal Arts educational framework, and to propose targeted development pathways that foster both academic achievement and mental well-being.
Subjects and Methods
A mixed-methods sequential design was employed. Phase 1 involved a large-scale survey of 650 students from three universities engaged in cross-institutional coursework, using validated scales to measure psychological adaptation, emotional regulation, and learning engagement. Phase 2 consisted of in-depth interviews with 45 students and 20 academic advisors to explore the contextual and relational factors influencing these competencies. Data were integrated to identify key predictors and challenges.
Results
Students demonstrated moderate levels of psychological adaptation, with 35% reporting significant initial stress related to academic and social integration in a new institutional environment. However, high emotional regulation scores correlated strongly with superior academic performance (r = 0.61, p<0.01) and higher satisfaction with the cross-university experience. Qualitative analysis revealed that structured mentorship and peer support networks were critical facilitators, increasing students' sense of belonging and self-efficacy by an average of 40%.
Conclusions
Systematically assessing and cultivating psychological and emotional competencies is essential for the success of cross-university learning initiatives. The proposed development pathways—integrating pre-program preparation, embedded mentorship, and reflective practice—can significantly enhance student resilience, engagement, and overall mental health, thereby realizing the holistic educational goals of the New Liberal Arts.
Corresponding Author
Li Li, College of Arts and Information Engineering, Dalian Polytechnic University, Dalian 116499, China.