156. Synergistic development of college students' frustration coping ability and psychological resilience in school-enterprise cooperation projects
Year: 2026
Type: conference-abstract
Abstract: Background School-enterprise cooperation is an important project for the connection between talent cultivation in colleges and universities and talent reserve in enterprises. However, college students need to simultaneously face multiple challenges such as role transition from campus to workplace, task differences, and interpersonal adaptation. Their ability to cope with setbacks and psychological resilience are facing severe tests. At present, research on the psychological quality of college students mostly focuses on a single campus scenario, lacking research on the mechanism and effectiveness of the coordinated development of the two in the cross-disciplinary field of school-enterprise cooperation. Therefore, the research aims to reveal the synergistic relationship between college students' ability to cope with setbacks and their psychological resilience in school-enterprise cooperation projects, and clarify the interaction mechanism between the two. Methods The research adopted a mixed research method, taking 320 college students participating in different types of school-enterprise cooperation projects as the research subjects, and conducted stratified sampling by major type and project cycle. At the quantitative level, the study adopted the College Students' Coping Ability Scale for Setbacks and the Psychological Resilience Scale. Data collection was conducted three times before the project (T0), during the project (T1), and after the project (T2). Correlation analysis and regression analysis were carried out using SPSS 26.0 statistical software and AMOS 24.0 to verify the synergistic effect of the two. For the qualitative aspect, the study selected 20 college students with outstanding data in the quantitative experiment for semi-structured in-depth interviews, and combined the case analysis method to explore the specific types of frustration events, coping processes, and dynamic evolution characteristics of psychological resilience in the context of school-enterprise cooperation. Results The results of quantitative analysis show that in the three stages of the school-enterprise cooperation project, there is a significant positive correlation between college students' ability to cope with setbacks and their psychological resilience (T0: r = 0.42, p<.01; T1: r = 0.57, p<.001; T2: r = 0.65, p<.001), and there is a mutually reinforcing synergistic effect between the two. Among them, positive coping behaviors for setbacks can positively predict the improvement of psychological resilience (p<.001), and a higher level of psychological resilience can also optimize the choice of coping strategies for setbacks (p<.001). Meanwhile, there are differences in the level of collaborative development among college students in different types of projects. The increase in collaborative development of students in on-the-job internship projects (Δ = 0.23) is higher than that in joint scientific research projects (Δ = 0.15) and innovation and entrepreneurship projects (Δ = 0.18) (p<.05). This indicates that the cultivation model of college psychological courses combined with enterprise practical guidance can promote the coordinated development of college students' ability to cope with setbacks and psychological resilience. Discussion The experimental results show that there is a positive synergistic relationship between college students' ability to cope with setbacks and their psychological resilience in school-enterprise cooperation projects, and this effect is affected by the type of project. This conclusion not only provides a direction for colleges and universities to optimize mental health education for college students, but also helps enterprises improve their internship mechanisms.
Source: Schizophrenia Bulletin
Author: Ming Ge
Institution: Nantong University
Language: English
Topic: Student Stress and Coping
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W7128808439
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