Coping Under Pressure: A Qualitative Analysis of Resilience Development among Chinese University Students in Family-School Contexts
Year: 2025
Type: article
Abstract: Background and Aim: Resilience and coping strategies are essential for Chinese university students navigating academic pressures and personal challenges. This study aims to explore how family-school partnerships can foster resilience through problem-focused and emotion-focused coping strategies. Understanding these dynamics is crucial for developing effective interventions to support student mental health. Materials and Methods: This qualitative study employed in-depth interviews and thematic analysis to gather data from 30 Chinese university students across diverse regions. Participants were selected through purposive sampling to ensure representation of varying socioeconomic backgrounds and academic levels. The interviews focused on students' experiences with family-school interactions, coping mechanisms, and perceived barriers to mental health support. Results: The findings revealed that cultural values such as filial piety and mental health stigma significantly influence students' coping behaviors. Regional disparities in resource availability further complicate access to mental health services. Problem-focused coping strategies were more prevalent among students with strong family-school support, while emotion-focused strategies were common in environments with higher stigma and fewer resources. Conclusion: Enhancing family-school partnerships is vital for improving resilience and coping strategies among Chinese university students. Recommendations include increasing mental health literacy, reducing stigma, and addressing regional disparities in resource allocation. Future research should explore the long-term impact of these interventions on student well-being.
Author: Chen Fu
Institution: Shanghai Theatre Academy
Language: English
Topic: Student Stress and Coping
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
Open Access status: diamond
OpenAlex ID: W4413986790