Academic Stress, Evaluation Anxiety, and University Dropout Intention: Mediating and Moderating Roles for Resilience
Resilience is a significant factor in explaining university dropout rates. Despite research on its relationship with dropout, little attention has been given to its role alongside academic stress. This study aims to analyse how resilience mediates and moderates the relationship between academic stre...
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| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Colegio Oficial de Psicólogos de Madrid
2025-06-01
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| Series: | Psicología Educativa: Revista de los Psicólogos de la Educación |
| Subjects: | |
| Online Access: |
https://journals.copmadrid.org/psed/art/psed2025a13
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| Summary: | Resilience is a significant factor in explaining university dropout rates. Despite research on its relationship with dropout, little attention has been given to its role alongside academic stress. This study aims to analyse how resilience mediates and moderates the relationship between academic stress/evaluation anxiety and university dropout intention. A total of 1,505 students from a Spanish university participated. The mediation study demonstrated that resilience partially mediated the relationship between academic stress and dropout intention and fully mediated the relationship between evaluation anxiety and dropout intention. The results of the moderation study indicated that resilience moderated both variables’ influence on dropout. The mediation model explained 7% of the variance in the dropout intention, while the moderation model explained 14%. It can be concluded that academic stress, evaluation anxiety and resilience are significant variables in the university dropout intention, with resilience playing both a mediating and a moderating role. |
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| ISSN: | 1135-755X 2174-0526 |