Search

The Influence of College Students’ Perceived Stress on Learning Engagement: The Mediating Role of Academic Mental Resilience

Author(s)

Yixing Ren

Affiliation(s)

Mathematics and Applied Mathematics (Sino-foreign Cooperation), Jiangsu University, Wuxi, Jiangsu, China

Abstract

The purpose of this study is to explore the relationship between perceived stress, academic resilience and learning engagement among college students, and to test whether academic resilience plays a mediating role between perceived stress and learning engagement. Using the questionnaire survey method, 166 college students were selected as the research objects, and one-way analysis of variance, Pearson correlation analysis and Bootstrap mediation test were used for data analytics. The results showed that there was no significant difference in the quantitative total score of different categories, but the mean increased first and then decreased; the correlation between academic resilience, learning engagement and perceived stress was weak; academic resilience did not play a significant mediating role between perceived stress and learning engagement. The research shows that the correlation between the three is weak, and the influence mechanism of learning engagement can be further explored by expanding the sample and introducing regulatory variables in the future.

Keywords

Perceived Stress; Learning Engagement; Academic Psychological Resilience; College Students; Mediating Effect

References

[1] Selye H. The stress of life [M]. New York: McGraw-Hill, 1936. [2] Zhang Lin, Che Wenbo, Li Bing. A study on the relationship between stress coping style and mental health in college students [J]. Psychological Science, 2005, 26 (2): 230-232. [3] Zhang Xiao, Li Xin. The relationship between stress perception and learning burnout in college students: the mediating role of self-efficacy [J]. Chinese Journal of Health Psychology, 2015, 23 (7): 1072-1075. [4] Yin Kui, Zhang Jian, Sun Jianmin. The relationship between stress sources, stress perception and mental health in college students [J]. Psychological Development and Education, 2016, 32 (3): 352-360. [5] Compas B E, Connor-Smith J K, Saltzman H, et al. Coping with stress during childhood and adolescence: Problems, progress, and potential in theory and research [J]. Psychological Bulletin, 2001, 127 (1): 87-127. [6] Li Yuru, Wang Yanhui, Liu Xia. Longitudinal relationship between negative life events, stress perception and emotion in college students [J]. Psychological Science [7] Selye H. Stress without distress [M]. Philadelphia: Lippincott, 1977. [8] Bernardi S, Pallanti S. Internet addiction: A systematic review [J]. Journal of Clinical Psychiatry, 2009, 70 (1): 52-61. [9] Morrison C M, Gore J. The relationship between stress and problematic smartphone use among college students [J]. Computers in Human Behavior, 2010, 26 (6): 1789-1795. [10] Chu Yunfeng, Liu Qinxue, Zhou Zongkui. The relationship between stress perception and mobile phone dependence in college students: the mediating role of loneliness [J]. Psychological Development and Education, 2022, 38 (1): 112-119.2022, 45 (2): 432-438. [11] Cohen S, Kamarck T, Mermelstein R. A global measure of perceived stress [J]. Journal of Health and Social Behavior, 1983, 24 (4): 385-396. [12] He Miao. Application and reliability test of the Perceptual Stress Scale in adolescents [J]. Chinese Journal of Clinical Psychology, 2024, 32 (2): 345-349. [13] Yang Tingzhong, Hung Hanjin, Zheng Jianzhong. Reliability and validity test of the Chinese version of the Perceptual Stress Scale [J]. Chinese Journal of Mental Health, 2003, 17 (1): 53-55. [14] Astin A. W. Student involvement: A developmental theory for higher education [J]. Journal of College Student Personnel, 1984, 25 (4): 297-308. [15] Kuh G D. What student engagement data tell us about college effectiveness [J]. National Forum, 2001, 81 (2): 28-32. [16] Hughes J N. Student engagement: What it is and why it matters [J]. Journal of Educational Psychology, 2008, 100 (1): 1-15. [17] Newmann F M, Wehlage G G. Successful school restructuring: A report to the public and educators [R]. Madison: University of Wisconsin, 1992. [18] Marks H M. Student engagement in instructional activities: Patterns in the elementary, middle, and high school years [J]. American Educational Research Journal, 2000, 37 (1): 153-184. [19] Schaufeli W B, Salanova M, González-RomáV, et al. The measurement of engagement and burnout: A two sample confirtative factor analytic approach [J]. Journal of Happiness Studies, 2002, 3 (1): 71-92. [20] Fang Laitan, Shi Kan, Zhang Fenghua. Reliability and validity test of the Chinese version of the Learning Engagement Scale [J]. Chinese Journal of Clinical Psychology, 2008, 16 (6): 595-597. [21] Sun Weiwen. The impact of daily academic resilience and academic engagement on academic performance of high school students [D]. Changchun: Northeast Normal University, 2009. [22] Yin Rui, Xu Huanyun. Construction of an online learning engagement structure model - an empirical analysis based on structural equation model [J]. Open Education Research, 2017, 23 (4): 101-111. [23] Li Yanyan, Peng Yu, Konka. Construction and application of an analytical model of group learning input in online collaborative learning [J]. China Distance Education, 2020 (2): 40-48. [24] Fonagy P, Steele M, Steele H, et al. Reflective-functioning and the development of self [J]. Journal of the American Psychoanalytic Association, 1994, 42 (1): 99-138. [25] Masten A S. Ordinary magic: Resilience processes in development [J]. American Psychologist, 2001, 56 (3): 227-238. [26] Germezy N, Masten A S. Resilience in children: Adaptation in the face of adversity [J]. Annual Review of Psychology, 1991, 42:1-30. [27] Connor K M, Davidson J R T. Development of a new resilience scale: The Connor-Davidson Resilience Scale (CD-RISC) [J]. Depression and Anxiety, 2003, 18 (2): 76-82. [28] Ji Yanhong. The effect of social support on the psychological resilience of female college students [J]. Chinese Journal of Health Psychology, 2013, 21 (5): 768-770. [29] Zhao Jianping. The relationship between parent-child attachment, peer relationship and psychological resilience among college students from divorced families [J]. Chinese Journal of Health Psychology, 2018, 26 (3): 421-425. [30] Hu Yueqin, Gan Yiqun. Preparation and validation of the Adolescent Mental Resilience Scale [J]. Journal of Psychology, 2008, 40 (8): 902-912. [31] Reschly A L, Christenson S L. Student engagement: Bridging research, policy, and practice [J]. Journal of School Psychology, 2008, 46 (4): 425-449. [32] Pekrun R, Goetz T, Titz W, et al. Academic emotions in students’ self-regulated learning and achievement: A program of qualitative and quantitative research [J]. Educational Psychologist, 2002, 37 (2): 91-105. [33] Hobfoll S E. Conservation of resources: A new attempt at conceptualizing stress [J]. American Psychologist, 1989, 44 (3): 513-524. [34] Jiao Jinyi. The relationship between perceived stress, academic resilience and learning engagement in college students [J]. Psychological Research, 2024, 17 (2): 156-162. [35] Xu Siyang. The chain mediating effect of college students’ stress perception, academic emotion and learning engagement [J]. Chinese Journal of Health Psychology, 2020, 28 (7): 1051-1055. [36] Gao Bin, Liu Xia, Wang Yanhui. The relationship between college students’ daily stress, psychological adaptation and learning engagement [J]. Psychological Development and Education, 2020, 36 (4): 458-465. [37] Zhang Xinyong, Bian Xiaohua, Huang Miner. The relationship between stress events, coping styles and learning engagement in college students [J]. Psychological Science, 2008, 31 (4): 933-935. [38] Wang Lihua, Chen Jian, Li Li. The relationship between mental toughness and learning engagement among college students [J]. Chinese Journal of Health Psychology, 2020, 28 (5): 765-769. [39]Wang Yong. The relationship between positive emotions, mental toughness and learning engagement [J]. Psychological Research, 2013, 6 (3): 72-76. [40]Li Juan, Zhang Min. The impact of gratitude education on the psychological resilience and learning engagement of left-behind children [J]. China Special Education, 2021 (3): 89-94. [41]Liu Jing, Zhao Yang. Academic resilience and academic buoyancy: Multidimensional and hierarchical conceptual framing of causes, correlates, and cognate constructs [J]. Oxford Review of Education, 2009, 35 (3): 353-370. [42]Saleem S, Shahid M, Naseer S. Perceived stress, academic resilience and academic engagement among university students [J]. Journal of Educational Psychology, 2022, 15 (2): 45-52. [43]Zhao Jing, Chen Yong, Liu Jun. Mediating role of stress perception, psychological resilience and learning engagement among college students [J]. Chinese Journal of Health Psychology, 2018, 26 (9): 1375-1379.