Resilience is critical to learning and self-development. Understanding the factors that influence college students’ resilience help them build up such positive strength. Emotion can be an influential factor to the development of resilience. This study therefore aims to examine the influences of positive emotion and negative emotion on college students’ resilience in the aspects of problem solving, hope and optimism, emotional resilience, as well as empathy and relationship. Two-hundred and thirty-six college students in Taiwan participated in this study. The employed instruments were the Resilience Inventory and the Emotion inventory. The collected data was analyzed by Multivariate Analysis of Variance (MANOVA) and Univariate Analysis of Variance (ANOVA). The MANOVA results showed that positive emotion had a significant effect on the participants’ overall performance of resilience; the following ANOVAs revealed that participants with a higher-level of positive emotion outperformed those with a lower-level of positive emotion on all aspects of resilience. In contrast, negative emotion had a significant effect on the participants’ overall performance of resilience; the followed ANOVAs revealed that participants with a lower-level of negative emotion outperformed those with a higher-level of negative emotion on the aspects of problem solving, hope and optimism, and empathy and relationship. These results suggest that increasing college students’ positive emotion and decreasing their negative emotion help enhance their resilience.
Yu-chu Yeh, Institute of Teacher Education - Research Center for Mind, Brain & Learning, Taiwan
Ngoc Phung Sai, National Chengchi University, Taiwan
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