The relationship between academic stress, anxiety, and cognitive behavioral outcomes among young adults: The moderating role of prosocial behavior
The current study investigated the relationship between academic stress and three distinct forms of academic emotions and their impact on cognitive behavioral outcomes, prosocial behaviors, and civic engagement. This study utilized a correlational design using a moderated mediation model. The sample...
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| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Elsevier
2025-08-01
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| Series: | Acta Psychologica |
| Subjects: | |
| Online Access: | http://www.sciencedirect.com/science/article/pii/S0001691825005475 |
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| Summary: | The current study investigated the relationship between academic stress and three distinct forms of academic emotions and their impact on cognitive behavioral outcomes, prosocial behaviors, and civic engagement. This study utilized a correlational design using a moderated mediation model. The sample consisted of 376 undergraduate and postgraduate students (57.45 % female, mean age = 22.07; 42.55 % male, mean age = 22.09) selected through a multistage random cluster sampling. Data were analyzed using SPSS version 26. Results revealed that academic stress was significantly and positively correlated with cognitive behavioral outcomes, while it showed a significant negative correlation with academic emotions, civic engagement, and prosocial behavior. Furthermore, academic stress partially mediated the relationship between cognitive behavioral patterns and prosocial behavior. Additionally, academic stress significantly moderated the latter stage of the mediation pathway (parental involvement, academic stress moderation term), indicating that low cognitive behavioral patterns combined with academic emotions heightened the negative effect of academic stress on prosocial behaviors. In conclusion, academic stress partially mediated the relationship between cognitive behavioral outcomes, academic emotions, civic engagement, and parental involvement, with prosocial behavior moderating this mediation effect. These findings offer valuable insights for developing educational strategies that enhance mental and social skills while fostering emotional well-being within academic settings. |
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| ISSN: | 0001-6918 |