Objective: To revise and validate the reliability and validity of Chinese version of the Benevolent Childhood Experiences (BCEs) Scale among college students, so as to provide a scientific and reliable assessment tool for related research. Methods: From April to June 2025, a stratified cluster random sampling method was used to select 1 677 freshmen from a university in Xuzhou City as participants. The survey was conducted by using the revised Benevolent Childhood Experiences (BCEs) Scale, Childhood Trauma Questionnaire (CTQ) and Brief Suicidal Behavior Scale. Reliability analysis, exploratory factor analysis (EFA), confirmatory factor analysis (CFA), Spearman correlation analysis, and hierarchical linear regression analysis were employed to evaluate the scale s reliability, validity, and relationships among variables. Results: The mean scores of the 10 items on the BCEs Scale ranged from 3.97 to 4.46, with standard deviations ranging from 0.88 to 1.07. The Cronbach α coefficient was 0.96. Exploratory factor analysis extracted a single factor, explaining 71.21% of the total variance. Confirmatory factor analysis indicated good model fit ( χ 2/df =4.81, goodness of fit index=0.99, comparative fit index=0.99, normed fit index=0.99, root mean square error of approximation=0.05, standardized root mean square residual=0.01). BCEs total scores were negatively correlated with CTQ total scores and all its dimensions among college students ( r =-0.53 to -0.13, all P < 0.01). Hierarchical regression analysis showed that BCEs moderated the effect of CTQ on suicidal behavior, with a statistically significant interaction ( β=-0.11, t=-4.01, P <0.01). Conclusion The Chinese revised version of the BCEs Scale demonstrates good reliability and validity, and it is suitable for assessing BCEs among Chinese college students.

Objective: To examine the reciprocal relationships of anxiety and depressive symptoms,uncertainty stress with academic buoyancy among college students, providing evidence for mental health promotion and academic resilience enhancement. Methods: A multi stage cluster random sampling method was used to selected 741 undergraduates from grade 1 to 2 of a university in Xuzhou, Jiangsu Province. Participants completed two waves of surveys (T1: October 2022; T2: October 2023) using the Uncertainty Stress Scale, Patient Health Questionnaire-9 (PHQ-9), Generalized Anxiety Disorder-7 (GAD-7), and Academic Buoyancy Scale. Cross lagged models analyzed bidirectional relationships between three mental health variables and academic buoyancy, followed by latent variable modeling integrating all mental health dimensions. Results: Cross lagged model results revealed that T1 uncertainty stress negatively predicted T2 academic buoyancy ( β =-0.14), while T1 academic buoyancy negatively predicted T2 uncertainty stress ( β =-0.11); T1 depressive symptom negatively predicted T2 academic buoyancy ( β =-0.08), while T1 academic buoyancy negatively predicted T2 depressive symptom ( β =-0.09); furthermore, T1 academic buoyancy negatively predicted T2 anxiety symptom( β =-0.10) ( P <0.05). Results from the latent variable cross lagged model of psychological problems (constructed from the three mental health variables) indicated that T1 psychological problems negatively predicted T2 academic buoyancy ( β =-0.09), while T1 academic buoyancy negatively predicted T2 psychological problems ( β =-0.09) ( P <0.05). Conclusions Longitudinal bidirectional relationships exist between mental health status and academic buoyancy in college students. Better mental health facilitates higher academic buoyancy.