Explaining Institutional Resilience through Educational Governance: A Latent Mediation Model of Strategic Management

Abstract

This study examines how Educational governance is associated with institutional resilience among Chinese university students, with strategic management proposed as an explanatory mechanism. Drawing on self-determination and self-regulated learning perspectives, a conditional process model was specified and evaluated using a synthetic dataset of 486 cases. The simulated measurement model demonstrated acceptable reliability (composite reliability = 0.88) and fit (CFI = 0.93, TLI = 0.92, RMSEA = 0.051, SRMR = 0.038). Structural estimates suggested that Educational governance was positively associated with strategic management (β = 0.41, p .002) and with institutional resilience (β = 0.31, p .002). The standardized indirect effect through strategic management was 0.18, with a synthetic 95% bootstrap interval excluding zero. Together, the modeled predictors explained 48% of the variance in institutional resilience. The paper contributes a concise mechanism-based account of adaptive learning and demonstrates an empirical structure aligned with the Journal of Adaptive Learning and Psychological Growth. Because all results are simulated, the findings are illustrative and require validation with ethically collected data.