ArticleFrontiers in psychology2026
The impact of effort-reward imbalance on academic burnout: the chain mediating effect of frustration and perceived stress.
Article in Frontiers in psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
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Who cites it
2 citing papers in PubMed.
- Mechanisms underlying university students' perceived AI threat: the mediating roles of perceived controllability and perceived effort-reward imbalance.Frontiers in psychology · 2026Article
- Artificial intelligence anxiety and academic burnout among Chinese postgraduate students: perceived stress and rumination as serial mediators.Frontiers in psychology · 2026Article
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Authors and funding
3 authors.
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Abstract
Objective: Although effort-reward imbalance and academic burnout were usually experienced by adolescents in their lives, whether and how effort-reward imbalance influences adolescents' academic burnout remains unclear. Therefore, the present study aimed to investigate the relationship between effort-reward imbalance and academic burnout, as well as the chain mediating effect of frustration and perceived stress between effort-reward imbalance and academic burnout. Methods: A sample survey was conducted with 1,402 middle school students using the Effort-reward imbalance Scale, the Defeat Scale, the Perceived Stress Scale, and the Academic Burnout Scale. Descriptive statistical analysis and correlation analysis were used with SPSS 26.0 software, and the chained mediation model was tested with the PROCESS 4.1 program. Results: (1) There is a significant correlation between effort-reward imbalance, frustration, perceived stress, and academic burnout; (2) the direct predictive effect of effort-reward imbalance on academic burnout is significant; and (3) the chain mediating effect of frustration and perceived stress between effort-reward imbalance and academic burnout is significant. Conclusion: Effort-reward imbalance affects academic burnout through the mediating effects of frustration and perceived stress as well as through the chain mediating effect of frustration and perceived stress. These findings suggest that in school education, we should prevent effort-reward imbalance and its impact on teenagers' frustration and perceived stress, which is conducive to reducing academic burnout among teenagers.
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