Perceived Stress and Academic Burnout among Chinese Higher Vocational Students: The Mediating Roles of Social Support and Psychological Resilience
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| Title: | Perceived Stress and Academic Burnout among Chinese Higher Vocational Students: The Mediating Roles of Social Support and Psychological Resilience |
|---|---|
| Language: | English |
| Authors: | Fang Hu, Nik Rosila Nik Yaacob (ORCID |
| Source: | Journal of International Students. 2026 16(3):109-128. |
| Availability: | Journal of International Students. 4005 Spurgeon Drive #6, Monroe, LA 71203. Tel: 318-600-5743; Fax: 318-342-3131; e-mail: jis@ojed.org; Web site: https://www.ojed.org/index.php/jis/index |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Stress Variables, Social Support Groups, Resilience (Psychology), Burnout, College Students, Career and Technical Education, Correlation |
| Geographic Terms: | China |
| ISSN: | 2162-3104 2166-3750 |
| Abstract: | This research aimed to determine the relationships among perceived stress, social support, psychological resilience, and academic burnout among Chinese higher vocational students. We examined the role of social support and psychological resilience as mediators of the effect of perceived stress on academic burnout. The cross-sectional design was used as a quantitative design, with data collected from 275 students at various institutions and analyzed using SmartPLS 4.0 and partial least squares structural equation modeling. The findings indicate that perceived stress is strongly associated with academic burnout and decreases social support and psychological strength. The relationship between stress and burnout was observed to have an adverse mediating effect through social support and psychological resilience, demonstrating their protective role. This paper draws on the transactional model of stress and coping, the stress-buffering model, and the conservation of resources theory to advance current knowledge of stress-related consequences in the vocational education setting. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1495186 |
| Database: | ERIC |
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