Scholarlink

Background <p>Academic stress is a significant factor affecting students’ mental and physical health. There exists a complex relationship between medical students’ academic stress and their learning engagement in online learning environments. While previous studies have explored the various consequences of academic stress, the way in which it influences learning engagement through sleep quality and positive academic emotions remains underexplored. This study aimed to elucidate the pathways linking academic stress to learning engagement in online environments and to examine the mediating roles of sleep quality and positive academic emotions.</p> Method <p>A cross-sectional design was employed, with 400 medical undergraduates completing validated questionnaires assessing academic stress, sleep quality, positive academic emotions, and learning engagement. Data were collected using the Perception of Academic Stress, the Athens Insomnia Scale, the Academic Emotions Questionnaire, and the Student Engagement Scale. Structural equation modeling was conducted to test hypothesized associations. In this study, the common method bias test, descriptive statistics, correlation analysis, mediation effect analysis and moderated effect analysis were conducted using SPSS 23.0, PROCESS plug-in. Since the data of the four scales in this study came from the same subjects, the Harman one-way test was used to test the common method bias.</p> Result <p>Academic stress directly and negatively predicted learning engagement. Independent mediation effects were observed through sleep quality and positive academic emotions. However, the hypothesized chain mediation via sleep quality → positive academic emotions was non-significant.</p> Conclusion <p>Contrary to prior assumptions, academic stress impacts learning engagement through parallel rather than chained mediation pathways. This challenges traditional mediation models and underscores the need for dual-targeted interventions addressing both sleep hygiene and emotional regulation in online medical education.</p> Clinical trial number <p>Not applicable.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Academic stress and online learning engagement in medical students: the parallel mediating roles of sleep quality and positive academic emotions

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年12月7日

查看全文
  • Li He,
  • Wei Li,
  • Yueyi Zhang,
  • Jiacheng Wang,
  • Ye Yu,
  • Shudi Li,
  • Bowen Liu,
  • Jing Tian

摘要

Background

Academic stress is a significant factor affecting students’ mental and physical health. There exists a complex relationship between medical students’ academic stress and their learning engagement in online learning environments. While previous studies have explored the various consequences of academic stress, the way in which it influences learning engagement through sleep quality and positive academic emotions remains underexplored. This study aimed to elucidate the pathways linking academic stress to learning engagement in online environments and to examine the mediating roles of sleep quality and positive academic emotions.

Method

A cross-sectional design was employed, with 400 medical undergraduates completing validated questionnaires assessing academic stress, sleep quality, positive academic emotions, and learning engagement. Data were collected using the Perception of Academic Stress, the Athens Insomnia Scale, the Academic Emotions Questionnaire, and the Student Engagement Scale. Structural equation modeling was conducted to test hypothesized associations. In this study, the common method bias test, descriptive statistics, correlation analysis, mediation effect analysis and moderated effect analysis were conducted using SPSS 23.0, PROCESS plug-in. Since the data of the four scales in this study came from the same subjects, the Harman one-way test was used to test the common method bias.

Result

Academic stress directly and negatively predicted learning engagement. Independent mediation effects were observed through sleep quality and positive academic emotions. However, the hypothesized chain mediation via sleep quality → positive academic emotions was non-significant.

Conclusion

Contrary to prior assumptions, academic stress impacts learning engagement through parallel rather than chained mediation pathways. This challenges traditional mediation models and underscores the need for dual-targeted interventions addressing both sleep hygiene and emotional regulation in online medical education.

Clinical trial number

Not applicable.