The Role of Cognitive and Emotional Processes in Mediating Forgiveness and Psychological Well-Being Among University Students with Low Academic Performance

Abstract

Forgiveness plays a significant role in fostering psychological well-being by reducing negative emotions and promoting emotional balance. However, the underlying mechanisms explaining this relationship remain underexplored, particularly among university students with low academic performance, who often experience heightened stress and emotional distress. This study examines the mediating role of cognitive reappraisal and emotional regulation in the relationship between forgiveness and psychological well-being. Using a quantitative approach, data were collected from university students with low academic performance through validated psychological scales. Mediation analysis revealed that cognitive reappraisal and emotional regulation significantly mediated the association between forgiveness and well-being, suggesting that students who cognitively reframe negative experiences and regulate their emotions effectively experience greater psychological resilience. These findings highlight the importance of integrating cognitive and emotional strategies into psychological interventions to enhance students' well-being. Future research should explore longitudinal and cultural perspectives to better understand the complexities of forgiveness processes in academic settings.