Academic Stress Predicts Negative Emotions and Academic Performances: The Role of Mindset in Moderation Process

Abstract

With different stress mindsets, people tend to take different measures when encountering stress. Due to the interference of traditional stereotypes, many individuals believe that overall pressure is still causing some negative effects on themselves. In the era of increasingly strong social pressure, high school students are especially faced with multiple academic pressures such as entering a university or maintaining a high GPA. Past studies have shown that these academic pressures will affect students' negative emotions and academic performance. Among these high-risk groups of academic stress, will the stress mindsets Chinese high school students and college students regulate the process when dealing with the impact of academic stress on students' negative emotions and academic performance? If so, what is the impact? What specific aspects are affected? Based on the above questions, this article explores the internal relationship between the stress mindset and the "academic stress affects the negative emotional academic performance of Chinese senior high school students and college students" via questionnaire. The results indicate that stress mindset moderates the process by which academic stress predicts negative emotions and that a positive mindset brings less negative emotions. Stress mindset does not necessarily moderate academic performance which is influenced by academic stress.