ArticleBMC medical education2025
Emotion regulation as a mediator between stress and burnout in dental postgraduate students: a South China cross-sectional study.
Article in BMC medical education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
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3 citing papers in PubMed.
- Psychological Outcomes and Research Engagement Among PhD Students in Medicine and Health Sciences: A Systematic Review.Behavioral sciences (Basel, Switzerland) · 2026Review
- Psychological resilience moderates the association between adverse academic events and probable anxiety disorder in Chinese clinical medicine postgraduates: a cross-sectional study.BMC medical education · 2026Article
- Acculturative stress and problematic smartphone use among international students in Japan: a sequential mediation model of emotion regulation and social anxiety.Frontiers in public health · 2026Article
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Abstract
backgroundAlthough clinical stress is linked to burnout among medical trainees, the mechanisms underlying this relationship remain unclear. This study examines how emotion regulation strategies mediate the stress-burnout pathway in clinical postgraduate dental students in South China.
methodsFrom September to November 2024, a cross-sectional survey was conducted among 315 clinical postgraduate dental students across eight South Chinese institutions. Burnout was assessed using the Maslach Burnout Inventory-Human Services Survey for Medical Personnel, emotion regulation strategies with the Emotion Regulation Questionnaire, and perceived stressors via validated measures. Multivariate regression and mediation analyses were employed to evaluate emotion regulation's mediating role.
resultsSocial pressure was the strongest predictor of burnout (β = 3.836, p < 0.001). Emotion regulation strategies exhibited distinct mediation effects: cognitive reappraisal mediated 8.13% (indirect effect = 0.41, 95% CI: 1.14%-18%) and expressive suppression mediated 10.13% (indirect effect = 0.52, 95% CI: 2.57%-20%) of the total stress-burnout effect. Burnout severity was further moderated by advanced academic year (β = 3.307, p = 0.028), low professional identity (β = 6.285, p < 0.001), and emotion regulation strategies (cognitive reappraisal: β = -0.34, p = 0.003; expressive suppression: β = 0.356, p = 0.013). Dose-response relationships were observed between stressors (social stress, clinical workload) and burnout dimensions (r = 0.31-0.53, p < 0.01).
conclusionEmotion regulation partially mediates the stress-burnout relationship, with social stress and cognitive reappraisal as key intervention targets. Stage-specific strategies and institutional reforms to reduce systemic stressors are essential for improving dental postgraduate well-being.
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