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<p>This study explores the structure of stress mindsets within academic contexts and examines their associations with academic-related emotional (academic anxiety, school burnout) and behavioral (self-handicapping, proactive, and challenge-seeking behaviors) outcomes among Chinese adolescent students. Results supported a two-factor model of academic stress mindsets, distinguishing between the stress-is-enhancing (SIE) and stress-is-debilitating (SID) mindsets as related yet distinct constructs. Notably, these mindsets differentially predicted academic outcomes after controlling for demographics and other stress-related factors. Specifically, the academic SIE mindset was more associated with adaptive learning outcomes (i.e., proactive behaviors), while the academic SID mindset was more predictive of maladaptive learning outcomes (i.e., academic anxiety, school burnout, and self-handicapping behaviors). These findings extend stress mindset theory to academic settings and underscore the need to consider specific contexts when investigating stress mindsets. Future interventions designed to change students’ learning states should focus on enhancing their academic SIE mindset while simultaneously reducing their academic SID mindset.</p>

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Exploring a two-factor structure of stress mindsets in academic contexts: their connections with emotional and behavioral outcomes

  • 期刊论文

  • 发表日期：

    2025年3月14日

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  • Tiffany Ting Chen,
  • Boby Ho-Hong Ching,
  • Hannah Xiaohan Wu,
  • Xiang Yu Li

摘要

This study explores the structure of stress mindsets within academic contexts and examines their associations with academic-related emotional (academic anxiety, school burnout) and behavioral (self-handicapping, proactive, and challenge-seeking behaviors) outcomes among Chinese adolescent students. Results supported a two-factor model of academic stress mindsets, distinguishing between the stress-is-enhancing (SIE) and stress-is-debilitating (SID) mindsets as related yet distinct constructs. Notably, these mindsets differentially predicted academic outcomes after controlling for demographics and other stress-related factors. Specifically, the academic SIE mindset was more associated with adaptive learning outcomes (i.e., proactive behaviors), while the academic SID mindset was more predictive of maladaptive learning outcomes (i.e., academic anxiety, school burnout, and self-handicapping behaviors). These findings extend stress mindset theory to academic settings and underscore the need to consider specific contexts when investigating stress mindsets. Future interventions designed to change students’ learning states should focus on enhancing their academic SIE mindset while simultaneously reducing their academic SID mindset.