Exploring the Relationship Between Academic Stress and Academic Engagement in Chemistry Laboratory Learning: The Mediating Role of Learning Burnout and the Differentiated Roles of Stress Sources.

Yixian Zhong, Mutong Niu, Qianfeng Zhang, Haoran Sun, Yurong Liu

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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. Not yet cited in PubMed.

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5 authors.

Yixian ZhongSchool of Chemistry and Chemical Engineering, Henan Normal University, Xinxiang 453007, China.ORCID 0009-0002-9979-0219

Mutong NiuSchool of Chemistry and Chemical Engineering, Henan Normal University, Xinxiang 453007, China.

Qianfeng ZhangSchool of Chemistry and Chemical Engineering, Henan Normal University, Xinxiang 453007, China.

Haoran SunSchool of Chemistry and Chemical Engineering, Henan Normal University, Xinxiang 453007, China.ORCID 0009-0005-4969-5522

Yurong LiuSchool of Chemistry and Chemical Engineering, Henan Normal University, Xinxiang 453007, China.

Funding

Education Department of Henan Province 5101039300057

6 · The paper itself

Abstract

Academic stress is widely related to student engagement, yet its multidimensional nature and underlying processes remain insufficiently examined in laboratory learning contexts. This study explored the relationship between different sources of academic stress and academic engagement in chemistry laboratory courses, with learning burnout as a potential mediator. A cross-sectional survey was conducted among 1647 undergraduate school students. Academic stress was conceptualized as three dimensions: students' academic self-perceptions (SP), faculty work and examinations (WE), and academic expectations (AExp). The results showed that these stress dimensions were differentially related to academic engagement. In addition, learning burnout was found to be associated with the relationship between academic stress and engagement, suggesting a mediating role. Notably, workload-related stress was more strongly related to engagement, whereas expectation-related stress showed a stronger association with burnout. These findings suggest that academic stress is not a unitary construct and that different stress sources may be associated with engagement through distinct patterns. The results provide a basis for understanding how stress operates in laboratory learning contexts and offer implications for both research and instructional practice.

Indexed as

academic engagementacademic stresschemistry laboratory courseslearning burnoutparallel mediation modelstructural equation model

Identifiers

PMID42352793

DOI10.3390/bs16060961

PMCPMC13295649

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LicenceCC BY

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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.