Work

The Effect of Learning Stress on Academic Satisfaction in Chinese Calligraphy Majors: The Mediating Role of Learning Engagement

Year: 2025

Type: article

Abstract: This study took undergraduate students majoring in calligraphy from five universities in China as research subjects and systematically explored the mechanism by which learning stress influences academic satisfaction, with a particular focus on the mediating role of learning engagement in this relationship. Drawing on stress theory, learning engagement theory, and self-efficacy theory, the study constructed a structural equation model of “learning stress–learning engagement–academic satisfaction.” Through statistical analysis and model testing of questionnaire data, the results revealed that learning stress significantly and negatively predicted academic satisfaction, while learning engagement played a partial mediating role. This research not only uncovers the internal psychological mechanisms of calligraphy undergraduates’ academic experiences but also provides empirical evidence and practical implications for promoting mental health and advancing pedagogical reform in art education.

Source: International Theory and Practice in Humanities and Social Sciences

DOI: 10.70693/itphss.v2i10.1568

Authors: Siyuan Yao, Heung Kou

Institutions: Pingdingshan University, Sehan University

Language: English

Topic: Student Stress and Coping

Subfield: Developmental and Educational Psychology

Field: Psychology

Domain: Social Sciences

SDG: Quality education

Open Access status: hybrid

Funder: Sehan University