University students encounter numerous academic, personal, financial, and social challenges throughout their educational journey. These challenges can negatively influence psychological well-being, academic achievement, and overall life satisfaction. However, many students successfully adapt to adversity by developing resilience, a psychological capacity that enables individuals to recover from setbacks and maintain positive functioning despite stressful circumstances. Resilience has increasingly become a central focus in educational psychology because it contributes to emotional stability, self-confidence, motivation, and academic persistence.
The present study explores the psychological characteristics associated with resilient university students. Specifically, it investigates the relationships among emotional intelligence, self-efficacy, optimism, stress management, and resilience. A quantitative research design was adopted using a structured questionnaire administered to 250 undergraduate and postgraduate students from various universities. Descriptive statistics and Pearson correlation analysis were employed to examine the collected data.
The findings indicate that emotional intelligence, self-efficacy, optimism, and effective stress management are positively associated with resilience. Students demonstrating higher resilience also reported better emotional regulation, greater confidence in overcoming academic challenges, and healthier coping strategies. These results highlight the importance of promoting resilience-building programs within higher education institutions to improve students\\\' psychological well-being and academic success.
Overall, the study contributes to the growing body of educational psychology literature by emphasizing resilience as a protective psychological resource that supports positive adjustment in university settings.