The relationship between stress and academic burnout in college students: evidence from longitudinal data on indirect effects

Objective: This study primarily examines the mechanisms through which stress affects academic burnout. Method: A total of 428 university students from three undergraduate institutions in China—Anhui Normal University, Tourism College of Zhejiang, and Bozhou University—were surveyed using the College Students’ Stress Scale, the Academic Burnout Scale, the Social Support Scale, and the Self-Esteem Scale across three waves (3-month intervals). Results: Stress significantly positively predicted academic burnout and significantly negatively predicted perceived social support. Both social support and self-esteem independently mediated the relationship between stress and academic burnout and also served as a sequential (chain) mediator in this relationship. Conclusion: Stress can influence academic burnout both directly and indirectly through internal (self-esteem) and external (social support) psychological buffering resources. The authors refer to this phenomenon as the Dual Buffering Path Model of Academic Burnout and recommend reducing academic stress and strengthening social support and self-esteem to help students cope with academic burnout.