This study examined the mediating role of psychological distress in the relationship between character strengths, specifically hope and vitality, and academic buoyancy in university students. Using a cross-sectional design, the sample consisted of 518 university students from a university in Montevideo, Uruguay. The study assessed 24-character strengths, psychological distress (stress, anxiety, depression), and academic buoyancy through validated self-report instruments. Results demonstrated that character strengths, especially hope and vitality, were positively associated with academic buoyancy and negatively related to psychological distress. Mediation analysis confirmed that psychological distress partially mediated the effect of character strengths on academic buoyancy, indicating a dual pathway where strengths directly promote adaptive academic functioning and indirectly improve it by reducing emotional distress. Practical implications include recommending socioemotional interventions targeting hope and vitality to enhance student persistence and psychological health. This study provides empirical evidence supporting the role of character strengths, particularly hope and vitality, as crucial internal resources enhancing academic buoyancy through the reduction of psychological distress. These findings suggest that fostering these strengths through targeted psychoeducational programs can promote student resilience, wellbeing, and academic success.
Garcia-Alvarez et al. (Wed,) studied this question.
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