Fan Xuening, Hui Anna Na Na
Department of Social and Behavioral Sciences, City University of Hong Kong, Hong Kong SAR, China.
Behav Sci (Basel). 2025 Jun 27;15(7):876. doi: 10.3390/bs15070876.
Based on the Job Demands-Resources (JD-R) model, previous research has shown that burnout results from excessive demands combined with insufficient resources. This study evaluated the relationship between academic burnout and parent-child discrepancies in educational expectations, with the mediating role of academic stress and the moderating role of grit. A cross-sectional survey was conducted with 531 middle school students (Mage = 14.77, SD = 0.63; 47.08% female) in Zhengzhou, China, using self-report measures. The results showed that the expectation discrepancies were positively related to burnout, and academic stress partially mediated this association. In addition, grit moderated the effect of academic stress on burnout, indicating that grit could serve as a protective factor against academic burnout. These findings provide a better understanding of how expectation misalignment contributes to student burnout and highlight the protective role of grit. Suggestions for reducing academic stress and burnout among adolescents are discussed.
基于工作需求-资源（JD-R）模型，以往研究表明，职业倦怠是由过高的需求与不足的资源共同导致的。本研究评估了学业倦怠与亲子教育期望差异之间的关系，以及学业压力的中介作用和坚毅的调节作用。在中国郑州，对531名中学生（年龄中位数=14.77，标准差=0.63；47.08%为女生）进行了横断面调查，采用自陈式测量方法。结果表明，期望差异与倦怠呈正相关，学业压力部分中介了这种关联。此外，坚毅调节了学业压力对倦怠的影响，表明坚毅可以作为预防学业倦怠的保护因素。这些发现有助于更好地理解期望不一致如何导致学生倦怠，并突出了坚毅的保护作用。文中还讨论了减轻青少年学业压力和倦怠的建议。
