This study investigates the relationship between emotional intelligence, cognitive-motivational factors (self-efficacy, mindset, and inspiration), and academic resilience among undergraduate and postgraduate students in China. Grounded in Emotional Intelligence Theory, Social Cognitive Theory, and Mindset Theory, the research introduces an integrated framework to explore how emotional intelligence is associated with academic resilience both directly and through mediating psychological factors. Data were collected from 630 business students across Zhejiang province using validated Likert-scale instruments. Structural Equation Modelling was employed to analyse the relationships, with results showing significant direct and indirect effects of emotional intelligence on academic resilience. Educational level was examined as a moderating variable through multi-group structural analysis. Notably, self-efficacy had a stronger impact on academic resilience among postgraduate students, while emotional intelligence had a greater direct effect among undergraduates. The mediating roles of mindset and inspiration were consistent across groups, whereas self-efficacy showed a more pronounced mediating effect for postgraduates. These findings contribute to the growing literature on student psychological development by providing theoretical insights and practical implications for strengthening academic resilience and supporting students’ academic performance in higher education contexts. The study also highlights the importance of tailored educational interventions that consider students’ academic levels and psychological needs.
Shengyao et al. (Sat,) studied this question.