Stress, Psychological Resilience, and Mental Health in Higher Vocational College Students: Evidence from a Mediation Analysis

Abstract

The psychological health of higher vocational college students has received increasing attention as this population navigates academic pressure, career uncertainty, and transitional challenges within Chinese higher education. Although perceived stress is known to influence psychological wellbeing, the mechanisms through which it affects mental health remain insufficiently understood in vocational education settings. Psychological resilience and positive affect have been identified as potential protective factors, yet existing evidence remains limited and inconsistent. This study examined the relationships among perceived stress, psychological resilience, positive affect, and psychological symptoms through a quantitative survey administered to students from higher vocational colleges. Standardized instruments were used to assess all variables, and the data were analyzed through descriptive statistics, group comparisons, correlation tests, and regression based mediation models. The findings showed that students experienced moderate levels of perceived stress but generally demonstrated strong resilience and lower psychological symptoms compared with national norms. Students with leadership experience reported lower stress and higher resilience than their peers. Correlation analyses confirmed clear associations among all variables, and mediation analyses revealed that resilience partially mediated the relationship between perceived stress and psychological symptoms, while positive affect did not serve as a mediating factor. Overall, the results indicate that vocational students face cognitive pressures yet possess substantial protective resources, with resilience emerging as the central mechanism that buffers the impact of stress on mental health. These findings underscore the need for resilience focused interventions and educational practices that enhance perceived agency, strengthen self-management skills, and support student wellbeing in vocational education contexts.