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Cited by 144Stress and Burnout ResearchStudent Stress and CopingEducation, Achievement, and Giftedness

Academic stress and academic burnout in adolescents: a moderated mediating model

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Gao, Xinhang·2023·Frontiers in Psychology
DOI 10.3389/fpsyg.2023.1133706PMC PMC10278958
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Abstract

Objective: This study aims to investigate the relationship and mechanisms of action among academic stress, academic anxiety, academic self-efficacy, and academic burnout among adolescents. Methods: A study of 929 Chinese adolescents (53.71% males, mean age = 11.94 years, SD = 0.77) was conducted using the Study Stress Questionnaire, Academic Anxiety Subscale, Junior Middle School Students’ Learning Weariness Scale, and the Academic Self-efficacy Questionnaire. Results: ①Academic stress was significantly and positively correlated with academic anxiety and academic burnout, and significantly and negatively correlated with academic self-efficacy. ②Academic anxiety partially mediated the relationship between academic stress and academic burnout. ③Academic self-efficacy significantly moderated the direct effect of academic stress on academic burnout, and higher academic self-efficacy could buffer the negative effect of academic stress. ④Academic self-efficacy significantly moderated the second half of the mediated model’s path (academic anxiety → academic burnout), that is, low academic self-efficacy amplified the risk effect of academic anxiety on academic burnout. Conclusion: Academic anxiety partially mediates the relationship between academic stress and academic burnout, and this mediating role is moderated by academic self-efficacy.

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  • Enhancing self-efficacy can weaken the stress→anxiety→burnout pathway.

    “There is also evidence that enhancing self-efficacy can weaken the stress [the stress → anxiety → burnout] (27) highlighting a need for interventions for schools.”

    From Academic stress in adolescents: findings from a school-based study in Belagavi district (2025) · cites this paper as [27]

    The Results section ('Academic stress and academic burnout: testing for moderated-mediation'; page not provided) says the indirect stress→anxiety→burnout effect grew stronger as academic self-efficacy increased, from β = 0.011 at low self-efficacy to β = 0.064 at high self-efficacy. The paper finds that self-efficacy buffers the direct stress→burnout relationship, but that does not support the claim about weakening the pathway through anxiety. (LLM, conf=0.93)

    Checked by a reasoning model — may be wrong.

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Authors
Gao, X.
Affiliations
Shandong Normal University (CN)
Corresponding author
Gao, Xinhang
ORCID
Gao, Xinhang
Venue
Frontiers in Psychology
Publisher
Frontiers Media SA
Published
2023-06-05
Volume
14
Pages
1133706-1133706
ISSN
1664-1078 (ISSN-L)
DOI
10.3389/fpsyg.2023.1133706
PMC
PMC10278958
OpenAlex
W4379386486
Cited by
144
References
98
Citations by year
2026: 58 · 2025: 51 · 2024: 30 · 2023: 5
FWCI
42.62
Type
journal article
Language
en
Open access
Licence
Locations
  • Frontiers in Psychology (publishedVersion, cc-by)
  • PubMed Central (publishedVersion, cc-by)
  • PubMed (publishedVersion)
  • DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
Topics
  • Social Sciences › Psychology › Social Psychology › Stress and Burnout Research
  • Social Sciences › Psychology › Developmental and Educational Psychology › Student Stress and Coping
  • Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
Keywords
academic stress, academic burnout, academic anxiety, academic self-efficacy, adolescents, moderated mediation, junior high school students

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

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