When Stress Meets Support: How AI Learning Support Shapes the Link Between Stress Mindset and School Burnout.

Min Ning, Jiaze Lv, Wanying Zhou, Shu Su, Bin-Bin Chen

Abstract read

In one paragraph

Article in Behavioral sciences (Basel, Switzerland), 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.

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0cells of the map it votes in

1citing papers in PubMed

–field-weighted citation impact

1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

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3 · Its place in the literature

Who cites it

1 citing paper in PubMed.

The relationship between college students' AI technology dependence and learning burnout: a chain mediation analysis of technology acceptance and AI self-efficacy.Frontiers in psychology · 2026
Article

4 · The record

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PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

5 authors.

Min NingDepartment of Psychology, Fudan University, Shanghai 200433, China.ORCID 0000-0001-7856-7320

Jiaze LvDepartment of Psychology, Fudan University, Shanghai 200433, China.ORCID 0009-0009-1423-504X

Wanying ZhouWellbeing Research Centre, Harris Manchester College, Oxford University, Oxford OX1 3TD, UK.

Shu SuDepartment of Early Childhood, Youth, and Family Studies, Ball State University, Muncie, IN 47306, USA.

Bin-Bin ChenDepartment of Psychology, Fudan University, Shanghai 200433, China.

Funding

Key Project of the National Social Science Foundation of China 25AZD037

6 · The paper itself

Abstract

School burnout is an increasing concern in highly competitive educational contexts. As artificial intelligence (AI) becomes embedded in classrooms, it shapes both learning processes and students' stress experiences. Grounded in Mindset Theory and Conservation of Resources framework, this longitudinal study examined whether AI learning support moderates the link between stress mindset and school burnout. A sample of 850 Chinese middle school students (Mage = 15.09, 41% boys) completed two waves of surveys one year apart. Regression results showed that viewing stress as enhancing predicted lower subsequent burnout after controlling for baseline burnout and demographics. Although AI learning support did not directly predict burnout, its interaction with stress mindset was significant: the negative association between a positive stress mindset and burnout was observed when AI learning support was high. These findings suggest that AI can function as an external resource that amplifies adaptive beliefs, offering new pathways for fostering resilience in digital learning environments.

Indexed as

adolescenceAI learning supportconservation of resources theoryschool burnoutstress mindset

Identifiers

PMID41750029

DOI10.3390/bs16020220

PMCPMC12938416

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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.