ArticleBrain and behavior2025
Examining the Effects of Academic Stress, Self-Efficacy, Cognitive-Behavioral Outcomes, Psychological Distress, and Prosocial Behavior: A Moderated-Mediation Model.
Article in Brain and behavior, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 8 papers, 1 of them a synthesis that pooled it.
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Who cites it
8 citing papers in PubMed, 1 synthesis or guideline pooled it.
- Meta-analysis of cognitive, emotional, and behavioral predictors of academic achievement in higher education students.Frontiers in psychology · 2026Pooled it
- Longitudinal Associations Among Teacher-Student Relationships, Academic Self-Efficacy, and Prosocial Behavior in Chinese Left-Behind Adolescents: A Three-Wave RI-CLPM Study.Journal of youth and adolescence · 2026Article
- Emotional Intelligence and Cognitive Flexibility as Predictors of Academic Success and Adaptation Outcomes Among International Students in Saudi Universities.Journal of Intelligence · 2026Article
- Perceived Social Support and Psychological Stress Among Nursing Students: Evidence from a Cross-Sectional Study.Healthcare (Basel, Switzerland) · 2026Article
- The influence of physical exercise on college students' prosocial behavior: the chain mediating role of social conscientiousness and general self-efficacy.Frontiers in psychology · 2026Article
- Social influence and academic performance: a serial mediation model in AI-enhanced learning.Frontiers in psychology · 2026Article
- The two correlations between Academic Stress and Subjective Academic Achievement: the mediating roles of Emotion Regulation and Cognitive Decline, and the moderating role of Mind Wandering.Frontiers in psychology · 2026Article
- Examining the Effects of Academic Stress, Self-Efficacy, Cognitive-Behavioral Outcomes, Psychological Distress, and Prosocial Behavior: A Moderated-Mediation Model.Brain and behavior · 2025Article
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3 authors.
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Abstract
backgroundAcademic stress significantly affects students' well-being and academic performance. This study addresses this gap by exploring how academic self-efficacy mediates the relationship between academic stress and both educational and psychological distress while considering cognitive and prosocial behaviors.
methodsThis study surveyed 412 participants (mean age 22-25 years; 55.1% male, 44.9% female). Descriptive analysis and regression found factors that predict prosocial behavior, and a moderated-mediation model looked at how academic self-efficacy affects the link between academic stress and prosocial behavior, with psychological distress and cognitive behavior acting as middle factors.
resultsThe mean academic stress score was 3.42 (SD = 0.81), and the mean academic self-efficacy score was 3.91 (SD = 0.65). Academic stress was negatively correlated with both academic self-efficacy (r = -0.36, p < 0.01) and prosocial behavior (r = -0.29, p < 0.01). Academic self-efficacy positively predicted prosocial behavior (b = 0.35, p = 0.001), while academic stress negatively predicted it (b = -0.18, p = 0.011). Moderated-mediation analysis revealed that academic self-efficacy moderated the relationship between academic stress and prosocial behavior (b = -0.19, p = 0.001). The model explained 60% of the variance in prosocial behavior (R
conclusionThis study found that academic stress negatively affects prosocial behavior, while academic self-efficacy positively predicts it. Self-efficacy also moderated the impact of stress, suggesting its protective role. The model explained a significant portion of the variance in prosocial behavior, highlighting the importance of enhancing self-efficacy to mitigate academic stress.
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