Psychological mechanisms of English academic stress and academic burnout: the mediating role of rumination and moderating effect of neuroticism

Abstract

IntroductionAcademic stress is a significant and prevalent phenomenon among college students. According to the Demands-Resources Model, when individuals are unable to cope with stress that exceeds their capacity, burnout may occur. Although English courses hold a significant position in university education, there has been limited research on the mechanisms linking English academic stress to English academic burnout.MethodsThis study recruited 1,130 undergraduate students taking English courses. Participants completed online questionnaires assessing English academic stress, rumination, English academic burnout, and neuroticism traits. A moderated mediation model was constructed to examine the relationship among these variables.ResultsThe results indicate that (1) Rumination serves as a mediator in the relationship between English academic stress and burnout; (2) neuroticism significantly moderates the pathway between English academic stress and rumination. Specifically, students with high neuroticism tendencies are more prone to developing rumination when faced with high levels of English academic stress.ConclusionThese findings offer valuable insights into the psychological mechanisms underlying the association between English learning stress and academic burnout. They emphasize the importance of addressing rumination as a mediator and considering individuals’ levels of neuroticism in interventions aimed at preventing and alleviating academic burnout among university students.

Factors Associated with Nursing Students’ Academic Burnout.

“…Students who reported a beginner level of English pro ciency have a statistically signi cant different levels of academic burnout when it compared with those who reported intermediate and advanced level of English pro ciency. This result is in line with previous studies that were conducted by Liu [34] and Zuo et al [35], suggesting that students with language barriers may face challenges in understanding lectures, participating in class discussions, or comprehending course materials. These language barriers can lead to increased stress and frustration, as they have strain to keep pace with academic demands.…”

Análise psicométrica de duas versões do Big Five Inventory -15 em estudantes universitários chilenos: estrutura interna, invariância de medição e associação com bem-estar subjetivo

“…), y se asocia a la estabilidad emocional y a la gestión de las emociones, que se traduce en vulnerabilidad y ansiedad (Zhang et al, 2024). De este modo, puede predecir una menor capacidad para lidiar con eventos adversos (Angelini, 2023;Zuo et al, 2024). La segunda dimensión, extroversión, se asocia a un estado de sociabilidad caracterizado por el asertividad y la confianza, es decir, aquellas personas que aprecian la convivencia con los demás y el trabajo en equipo, que son emocionalmente positivas (Bertoquini & Ribeiro, 2006) y son capaces de impactar individualmente sobre la interacción del grupo de pertenencia (Barry & Friedman, 1998).…”