Fortunately, the quantity of psychological resources can protect the well-being of students. These resources include the characteristics of students, such as optimism, effective coping strategies, academic challenges faced by high self-esteem, and poor mental health of freshmen's buffer zone. Protecting psychological resources against unhealthy health also includes various resources, such as social support, institutional plans and campus counseling centers.

From the scope of potential psychological resources, the current research focuses on optimism and social support. These factors have been proved to be able to cushion the challenges that freshmen may face in the transition year. Students who are more optimistic or generally expect good things to happen may experience stress and depression than those who are less optimistic. Similarly, students with strong support systems, family, friends and significant others may experience lower levels of stress and depression than those with weak social support. Freshmen who lack social support are lonely and vulnerable, especially prone to depression.

Although optimism and social support may be beneficial to students' mental health and prevent them from being overly nervous and depressed, these psychological factors are somewhat difficult for university educators to strengthen each other's freshmen. Temperament optimism is considered as a trait, resisting change. Therefore, improving students' optimism will not be a feasible educational attempt. Similarly, it can also be a difficult educational attempt to improve students' social support, provide formal academic support, or encourage them to participate in student activities in the hope that they will form a new supportive friendship.

In view of the limitations of supporting students' optimism and social support, it will be beneficial to identify other psychological factors that are conducive to happiness and prevent students from stress and depression in the first year of college. It is particularly useful to study more optimistic and supportive factors, so that educators can try such factors among freshmen to strengthen their academic scope. A psychological factor may meet these requirements, which is the focus of current research.