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

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.