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<p>Amid escalating academic pressures and evolving educational demands students confront critical challenges. Higher education students are currently dealing with a number of issues connected to academic stress, academic fatigue, isolations in academia, enhanced expectations, and intricate social relationships that result in academic burnout. Student burnout has emerged as a critical concern in higher education, affecting both well-being and academic performance. This study focuses on neuroticism on students’ mental health which is explained by integration of Self-Determination Theory (SDT), the Diathesis–Stress Model, and Self-Concept Theory. The data from 663 students in higher education from mega and metro cities of western India was collected through a non-probability purposive sampling technique between August to October 2025. The multistage SEM-ANN AND IMPA technique was used in this investigation. The findings suggest that three significant contributors were academic stress, student-teacher relationships, and family engagement. Students’ motivation is limited by rigid academic systems, excessive workloads, and insufficient emotional support, which results in academic stress and burnout. As well, research shows that academic environments that cultivate confidence, competence, and constructive self-perceptions might ease neurotic behaviors and strengthen mental well-being among students.</p>

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Rethinking student burnout in higher education: an integrated self-determination, diathesis–stress, and self-concept framework using multi stage SEM–ANN and IPMA approach

  • 期刊论文

  • 发表日期：

    2026年7月8日

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  • Aalap Patel,
  • Parulkumari Bhati,
  • Viral Bhatt,
  • Ravi Rajai

摘要

Amid escalating academic pressures and evolving educational demands students confront critical challenges. Higher education students are currently dealing with a number of issues connected to academic stress, academic fatigue, isolations in academia, enhanced expectations, and intricate social relationships that result in academic burnout. Student burnout has emerged as a critical concern in higher education, affecting both well-being and academic performance. This study focuses on neuroticism on students’ mental health which is explained by integration of Self-Determination Theory (SDT), the Diathesis–Stress Model, and Self-Concept Theory. The data from 663 students in higher education from mega and metro cities of western India was collected through a non-probability purposive sampling technique between August to October 2025. The multistage SEM-ANN AND IMPA technique was used in this investigation. The findings suggest that three significant contributors were academic stress, student-teacher relationships, and family engagement. Students’ motivation is limited by rigid academic systems, excessive workloads, and insufficient emotional support, which results in academic stress and burnout. As well, research shows that academic environments that cultivate confidence, competence, and constructive self-perceptions might ease neurotic behaviors and strengthen mental well-being among students.