Psychological resilience and emergency coping behavior among university freshmen: the mediating role of social support

Introduction University freshmen undergo a critical transition marked by separation from family, reconstruction of social networks, and adaptation to a new academic environment. Under these conditions, their capacity to respond effectively to emergencies may depend not only on internal psychological resources but also on access to external support resources. This study therefore examines the relationship between psychological resilience (PR) and emergency coping behavior (ECB) among university freshmen, with particular attention to the mediating role of social support (SS). Methods Drawing on resilience theory, functional perspective on social support, and the transactional model of stress and coping, this study developed an integrated model linking PR, SS, and ECB. Questionnaire data were collected from 408 university freshmen, and structural equation modeling was used to test the proposed relationships. Results PR was significantly associated with ECB, with tenacity, strength, and optimism related to more positive coping behavior and less negative coping behavior. PR was also significantly associated with emotional support and instrumental support, which were in turn associated with more positive coping behavior and less negative coping behavior. In addition, the SEM results were consistent with emotional support and instrumental support functioning as indirect pathways linking PR and ECB. Discussion The findings suggest that ECB among university freshmen is meaningfully associated with both PR and SS. By identifying a correlational pattern consistent with an indirect pathway through SS, this study advances current understanding of how PR, SS, and ECB may be interrelated in emergency contexts. The results further underscore the importance of emotional and instrumental support as key domains for institutional attention during the transition to university life.