Book

Students' psychological makeup can be affected by many variables throughout their educational lives. In a face-to-face learning environment, psychological resilience can contribute to overcoming challenging situations and forming social relationships. Universities interact with students, peers, and the activities of academics who play a significant role in education. This interaction can profoundly impact students' psychological well-being. Academics and students frequently interact in classrooms (or lectures). The aim of this study is to clarify the relationships between positive (behavioral engagement, proactive learning) and negative (academic jealousy) variables that may influence university students' psychological resilience in face-to-face education. For this purpose, a face-to-face survey was collected from 390 students studying in various departments at Bayburt University using a cluster sampling method. The quantitative data included demographic information, as well as information on the students' activities they participated in during their academic lives, awards or certificates received, grade point averages, and goal numbers. The analysis revealed that students' academic jealousy had a negative and significant impact on their psychological resilience levels. Students' behavioral engagement in academic activities had a positive and significant impact on their psychological resilience. Behavioral engagement was also observed to have a positive and significant impact on proactive learning behavior. It was understood that students' proactive learning behaviors in their educational activities had positive and significant effects on their psychological resilience. Students' psychological resilience can guide their activities. Relationships the educational environment influence psychological resilience.