A Study on the Relationship between Psychological Resilience and Classroom Environment among English Majors

Abstract

This study aims to explore the relationship between psychological resilience and classroom environment among English major students. The research involved 318 third-year undergraduate English majors from universities in Inner Mongolia, employing a mixed-methods approach combining quantitative and qualitative research. Quantitative data were collected using the 10-item Connor-Davidson Resilience Scale and the Classroom Environment Scale. Subsequently, eight students were randomly selected for interviews. The findings reveal that both classroom environment and psychological resilience among English majors are at moderate levels, and a significant positive correlation exists between classroom environment and psychological resilience. Theoretically, this study enriches research in educational psychology for English majors. Practically, it provides concrete and actionable strategies for optimizing English classroom environments and fostering students' psychological resilience, thereby holding significant implications for enhancing the quality of English major education and teaching.