Unraveling academic adjustment: Modeling structural equations mediated by emotional fatigue in students

Abstract

Background: Academic achievement is a complex construct that results from myriad personal, environmental and institutional factors. Where those two variables meet, each student will have their probable academic success. The aim of the present study was to examine the associations of academic adjustment with emotional exhaustion among 467 Chinese college students. The current study aims to elucidate the role of emotional exhaustion as a mediator between academic adjustment and, on the other hand, academic performance, and second in terms of its impact on life satisfaction. Methods: This present study was a cross-sectional survey study that was conducted on university students of all years. The current study indicates that these questionnaires are highly reliable with low inversion. Objective: The present study utilized the structural equation model (SEM) to examine the role of emotional fatigue and academic adjustment on three principal constructs of students' university success. Results: Correlational analysis showed that academic adjustment and satisfaction with life were positively correlated (r = 0.497, p < 0.01): students who adjusted well to study found themselves more satisfied with their lives overall format than those not doing so. The academic adjustment was also significantly associated with the academic performance (r = 0.451, p < 0.05), suggesting that those who sought support from faculty were more likely to perform well in academics and vice versa. The negative relationship was found in emotional burnout and academic adjustment (r = −0.392, p < 0.01), which suggested that higher level of emotional fatigue might result in poorer adaptation to campus life as well lower satisfaction with their lives (r = −0.424, p < 0) Mediation analysis revealed that a lower level of emotional fatigue among academically successful students mediated the association between academic adjustment and low achievement. Conclusion: Identifying pathways for predicting academic adjustment in students can guide the educators and/or local educational system to identify student with high risk of academic maladjustment.