The Influence of College Students’ Perceived Stress on Learning Engagement: The Mediating Role of Academic Mental Resilience

Abstract

The purpose of this study is to explore the relationship between perceived stress, academic resilience and learning engagement among college students, and to test whether academic resilience plays a mediating role between perceived stress and learning engagement. Using the questionnaire survey method, 166 college students were selected as the research objects, and one-way analysis of variance, Pearson correlation analysis and Bootstrap mediation test were used for data analytics. The results showed that there was no significant difference in the quantitative total score of different categories, but the mean increased first and then decreased; the correlation between academic resilience, learning engagement and perceived stress was weak; academic resilience did not play a significant mediating role between perceived stress and learning engagement. The research shows that the correlation between the three is weak, and the influence mechanism of learning engagement can be further explored by expanding the sample and introducing regulatory variables in the future.