Background This study explored the relationships among psychological resilience, prosocial behaviors, and meaning in life among students in sports science faculties. Meaning in life is a critical factor for individuals preparing for teaching and coaching careers. It provides motivation, purpose, and direction. Psychological resilience supports effective professional functioning by helping individuals cope with challenges. It also enables them to maintain their well-being. Understanding the model that links resilience and meaning in life is crucial. This understanding is important for promoting students’ personal and professional development. Methods The study included 1,288 sports science students from 28 universities across Türkiye’s seven geographical regions. Participants were selected through purposive sampling methods. They completed validated scales assessing psychological resilience, prosocial behaviors, and meaning in life. Data were analyzed using SPSS 25 and AMOS 24. Correlation, regression, and mediation analyses were conducted to examine direct and indirect relationships among the variables. Results Psychological resilience positively predicted prosocial behaviors. It also positively predicted meaning in life. Prosocial behaviors were found to positively predict a sense of meaning in life. Mediation analysis showed that prosocial behaviors partially mediated the relationship between psychological resilience and meaning in life. This finding suggests that resilient students are more likely to engage in prosocial actions. These actions, in turn, enhance their sense of life purpose. Conclusion The findings indicate that prosocial behaviors play a key role in strengthening the link between psychological resilience and meaning in life. The mediation analysis showed that psychological resilience does not directly predict meaning in life; rather, its effect emerges primarily through prosocial behaviors. These results suggest that integrating resilience-building and prosocial behavior–oriented activities into teacher and coach education programs may be an effective strategy to enhance students’ sense of meaning and well-being. Such targeted interventions not only contribute to students’ personal growth but also strengthen their professional readiness, highlighting their practical importance for educational and training contexts.
Ulutürk et al. (Fri,) studied this question.