Psychological Resilience Buffers Against the Curvilinear Relationship Between Stressful Life Events and School Burnout in Adolescence

doi:10.12139/j.1672-0628.2024.01.017

Abstract

Abstract:

Stressful life events have harmful effects on adolescents’ adaptive development. The current study focused on school burnout, to further investigate the association of stressful life events with school burnout, and whether psychological resilience served as a buffer. On a large sample of 3309 adolescents, we demonstrated that there existed a curvilinear relationship between stressful life events and school burnout. Rather, as stressful life events accumulated, the rate of elevation of school burnout shifted from fast to slow. The pattern of change was characterized by saturation model. Psychological resilience could buffer the implications of stressful life events for school burnout. In specific, the relationship between stressful life events and school burnout was weaker for adolescents with low level of psychological resilience than for the adolescents with high level of psychological resilience. Also, psychological resilience could become more protective against school burnout as adolescents are exposed to more stressful life events. However, psychological resilience could not moderate the curvilinear relationship between stressful life events and academic efficacy. These findings support the saturation model rather than the thresh model, and provide evidences for the framework of positive and negative adaptive indicators.

Key words: stressful life event, school burnout, psychological resilience, adolescence

摘要：

压力生活事件对青少年的适应性发展具有潜在危害。本研究聚焦于学业倦怠，进一步探索压力生活事件与学业倦怠不同维度之间的关系，以及心理韧性的潜在缓冲作用。基于对3309名青少年的有效调查数据，本研究发现：(1)压力生活事件与青少年学业倦怠的消极核心维度之间具有非线性关系，随着压力生活事件的累积，学业倦怠水平增加的速度由快变慢，表现为饱和模型；(2)心理韧性可以充当缓冲性保护机制，相较于低心理韧性个体，对高心理韧性个体而言，压力生活事件与学业倦怠之间的非线性关系减弱，随着压力生活事件的累积，心理韧性的缓冲性效应显现出来；心理韧性无法调节压力生活事件与学业效能之间的非线性关系。研究结果支持饱和模型而非门槛模型，也为韧性分析框架下不同类型适应指标的区分提供了证据。

关键词: 压力生活事件, 学业倦怠, 心理韧性, 青少年

CLC Number:

B849

Yaohua ZHANG, Min XU, Yunyun HUANG, Sufei XIN. Psychological Resilience Buffers Against the Curvilinear Relationship Between Stressful Life Events and School Burnout in Adolescence[J]. Studies of Psychology and Behavior, 2024, 22(1): 123-129.

张耀华, 徐敏, 黄云云, 辛素飞. 心理韧性缓冲压力生活事件与青少年学业倦怠之间的非线性关系[J]. 心理与行为研究, 2024, 22(1): 123-129.

Figures/Tables 3

References

	何安明, 陈怡筱, 惠秋平. 孰因孰果: 青少年心理症状与学业倦怠的共存. 中国临床心理学杂志, 2022, 30 (3): 609- 613.
	胡俏, 戴春林. 中学生学习倦怠结构研究. 心理科学, 2007, 30 (1): 162- 164, 195.
	刘贤臣, 刘连启, 杨杰, 柴福勋, 王爱祯, 孙良民, 马登岱. 青少年生活事件量表的信度效度检验. 中国临床心理学杂志, 1997, 5 (1): 34- 36.
	马梅芬, 朱蕾, 杨小钧, 王振宏. 父母婚姻冲突与初中生学业倦怠的关系: 共同教养的中介作用. 心理发展与教育, 2017, 33 (1): 21- 29.
	肖雪, 郭磊, 赵永萍, 陈富国. 累积生态风险与初中生受欺凌的关系模式: 心理弹性的调节效应. 心理发展与教育, 2022, 38 (5): 648- 657.
	Campbell-Sills, L., & Stein, M. B.. Psychometric analysis and refinement of the Connor-Davidson Resilience Scale (CD-RISC): Validation of a 10-item measure of resilience. Journal of Traumatic Stress, 2007, 20 (6): 1019- 1028. DOI
	Compas, B. E.. Stress and life events during childhood and adolescence. Clinical Psychology Review, 1987, 7 (3): 275- 302. DOI
	Connor, K. M., & Davidson, J. R. T.. Development of a new resilience scale: The Connor-Davidson Resilience Scale (CD-RISC). Depression and Anxiety, 2003, 18 (2): 76- 82. DOI
	Dawson, J. F.. Moderation in management research: What, why, when, and how. Journal of Business and Psychology, 2014, 29 (1): 1- 19. DOI
	Demerouti, E., Mostert, K., & Bakker, A. B.. Burnout and work engagement: A thorough investigation of the independency of both constructs. Journal of Occupational Health Psychology, 2010, 15 (3): 209- 222. DOI
	Fernández, I., Enrique, S., De Los Santos, S., & Tomás, J. M. (2020). Can engagement and burnout be distinguished? A study in a representative sample of teachers. Testing, Psychometrics, Methodology in Applied Psychology, 27, 71–84.
	Gardner, R. G., Harris, T. B., Li, N., Kirkman, B. L., & Mathieu, J. E.. Understanding “it depends” in organizational research: A theory-based taxonomy, review, and future research agenda concerning interactive and quadratic relationships. Organizational Research Methods, 2017, 20 (4): 610- 638. DOI
	Grant, K. E., Compas, B. E., Stuhlmacher, A. F., Thurm, A. E., McMahon, S. D., & Halpert, J. A.. Stressors and child and adolescent psychopathology: Moving from markers to mechanisms of risk. Psychological Bulletin, 2003, 129 (3): 447- 466. DOI
	Horan, J. M., & Widom, C. S.. Cumulative childhood risk and adult functioning in abused and neglected children grown up. Development and Psychopathology, 2015, 27 (3): 927- 941. DOI
	Li, D. P., Zhang, W., Li, X., Zhen, S. J., & Wang, Y. H.. Stressful life events and problematic Internet use by adolescent females and males: A mediated moderation model. Computers in Human Behavior, 2010, 26 (5): 1199- 1207. DOI
	Luo, Y., Zhang, H., & Chen, G. M.. The impact of family environment on academic burnout of middle school students: The moderating role of self-control. Children and Youth Services Review, 2020, 119, 105482. DOI
	Luthar, S. S. (2006). Resilience in development: A synthesis of research across five decades. In D. Cicchetti & D. J. Cohen (Eds.), Developmental psychopathology: Risk, disorder, and adaptation (2nd ed., Vol. 3, pp. 739–795). New York: John Wiley & Sons, Inc.
	Luthar, S. S., Cicchetti, D., & Becker, B.. The construct of resilience: A critical evaluation and guidelines for future work. Child Development, 2000, 71 (3): 543- 562. DOI
	Madigan, D. J., & Curran, T.. Does burnout affect academic achievement? A meta-analysis of over 100, 000 students. Educational Psychology Review, 2021, 33 (2): 387- 405. DOI
	Maltby, J., Day, L., & Hall, S.. Refining trait resilience: Identifying engineering, ecological, and adaptive facets from extant measures of resilience. PLoS One, 2015, 10 (7): e0131826. DOI
	Maslach, C., & Leiter, M. P. (1997). The truth about burnout: How organizations cause personal stress and what to do about it. San Francisco: Jossey-Bass.
	Masten, A. S., & Cicchetti, D. (2016). Resilience in development: Progress and transformation. In D. Cicchetti (Ed.), Developmental psychopathology: Risk, resilience, and intervention (3rd ed., Vol. 4, pp. 271–333). Cambridge: John Wiley & Sons, Inc.
	Masten, A. S., Lucke, C. M., Nelson, K. M., & Stallworthy, I. C.. Resilience in development and psychopathology: Multisystem perspectives. Annual Review of Clinical Psychology, 2021, 17 (1): 521- 549. DOI
	Morales, J. R., & Guerra, N. G.. Effects of multiple context and cumulative stress on urban children’s adjustment in elementary school. Child Development, 2006, 77 (4): 907- 923. DOI
	Pinquart, M.. Moderating effects of dispositional resilience on associations between hassles and psychological distress. Journal of Applied Developmental Psychology, 2009, 30 (1): 53- 60. DOI
	Rönkkö, M., & Cho, E.. An updated guideline for assessing discriminant validity. Organizational Research Methods, 2022, 25 (1): 6- 14. DOI
	Rutter, M. (1979). Protective factors in children’s responses to stress and disadvantage. In M. W. Kent & J. E. Rolf (Eds.), Primary prevention of psychopathology: Social competence in children (Vol. 3, pp. 49–74). Hanover, NH: University Press of New England.
	Salmela-Aro, K., Kiuru, N., Leskinen, E., & Nurmi, J. E.. School Burnout Inventory (SBI): Reliability and validity. European Journal of Psychological Assessment, 2009, 25 (1): 48- 57. DOI
	Schaufeli, W. B., Martínez, I. M., Pinto, A. M., Salanova, M., & Bakker, A. B.. Burnout and engagement in university students: A cross-national study. Journal of Cross-Cultural Psychology, 2002, 33 (5): 464- 481. DOI
	Schaufeli, W. B., & Salanova, M. (2007). Efficacy or inefficacy, that’s the question: Burnout and work engagement, and their relationships with efficacy beliefs. Anxiety, Stress, & Coping, 20(2), 177–196.
	Tabachnick, B. G., & Fidell, L. S. (2019). Using multivariate statistics (7th ed.). New York: Pearson Education, Inc.
	Wingo, A. P., Wrenn, G., Pelletier, T., Gutman, A. R., Bradley, B., & Ressler, K. J.. Moderating effects of resilience on depression in individuals with a history of childhood abuse or trauma exposure. Journal of Affective Disorders, 2010, 126 (3): 411- 414. DOI
	Zetino, Y. L., Galicia, B. E., & Venta, A.. Adverse childhood experiences, resilience, and emotional problems in Latinx immigrant youth. Psychiatry Research, 2020, 293, 113450. DOI

	M±SD	1	2	3	4	5
1.性别
2.年龄	14.31±1.39	0.01
3.压力生活事件	0.48±0.24	−0.04*	−0.05**
4.心理韧性	3.44±0.76	−0.14***	−0.05**	−0.18***
5.学业倦怠	2.10±0.80	0.00	0.21***	0.26***	−0.47***
6.学业效能	3.53±0.92	0.05**	−0.07***	−0.16***	0.51***	−0.50***

	M±SD	1	2	3	4	5
1.性别
2.年龄	14.31±1.39	0.01
3.压力生活事件	0.48±0.24	−0.04*	−0.05**
4.心理韧性	3.44±0.76	−0.14***	−0.05**	−0.18***
5.学业倦怠	2.10±0.80	0.00	0.21***	0.26***	−0.47***
6.学业效能	3.53±0.92	0.05**	−0.07***	−0.16***	0.51***	−0.50***

	学业倦怠与学业效能
	第一步	第二步	第三步	第四步
常数项	0.02/−0.05*	0.05/−0.12**	0.17*/−0.15*	0.17*/−0.15*
性别(β₁)	−0.03/0.10**	−0.10*/0.23*	−0.11*/0.23*	−0.11*/0.23*
年龄(β₂)	0.21*/−0.07*	0.20*/−0.05	0.20*/−0.05	0.20*/−0.05
压力生活事件(β₃)		0.19*/−0.07*	0.26*/−0.09*	0.28*/−0.09*
心理韧性(β₄)		−0.43*/0.51*	−0.40*/0.50*	−0.44*/0.50*
压力生活事件平方(β₅)			−0.12**/0.03	−0.13**/0.03
压力生活事件×心理韧性(β₆)				−0.07***/−0.03
压力生活事件平方×心理韧性(β₇)				0.04**/0.004
$ {R}_{\mathrm{a}\mathrm{d}\mathrm{j}}^{2} $	0.05/0.01	0.29/0.28	0.31/0.28	0.31/0.28
$ \mathrm{\Delta }{R}^{2} $		0.25*/0.27*	0.02**/0.001	0.004***/0.001

	学业倦怠与学业效能
	第一步	第二步	第三步	第四步
常数项	0.02/−0.05*	0.05/−0.12**	0.17*/−0.15*	0.17*/−0.15*
性别(β₁)	−0.03/0.10**	−0.10*/0.23*	−0.11*/0.23*	−0.11*/0.23*
年龄(β₂)	0.21*/−0.07*	0.20*/−0.05	0.20*/−0.05	0.20*/−0.05
压力生活事件(β₃)		0.19*/−0.07*	0.26*/−0.09*	0.28*/−0.09*
心理韧性(β₄)		−0.43*/0.51*	−0.40*/0.50*	−0.44*/0.50*
压力生活事件平方(β₅)			−0.12**/0.03	−0.13**/0.03
压力生活事件×心理韧性(β₆)				−0.07***/−0.03
压力生活事件平方×心理韧性(β₇)				0.04**/0.004
$ {R}_{\mathrm{a}\mathrm{d}\mathrm{j}}^{2} $	0.05/0.01	0.29/0.28	0.31/0.28	0.31/0.28
$ \mathrm{\Delta }{R}^{2} $		0.25*/0.27*	0.02**/0.001	0.004***/0.001

[1]	Xinzhu YANG, Tengfei WANG, Xiaolong ZHENG. Bidirectional Relationship Between Social-Emotional Competence and Academic Burnout in Adolescence: A Cross-Lagged Study [J]. Studies of Psychology and Behavior, 2025, 23(6): 789-797.
[2]	Jin WANG, Xiaofan YANG, Xiaojin LIU, Zimo XU. The Impact of Future Self-Continuity on Subjective Well-Being Among Middle and High School Students: The Mediating Role of Value Conflict [J]. Studies of Psychology and Behavior, 2025, 23(2): 201-207.
[3]	Guanfeng SHI, Wenbo YAN. The Effects of Authoritarian Leadership on Employee Feedback Avoidance Behavior [J]. Studies of Psychology and Behavior, 2024, 22(4): 570-576.
[4]	JIANG Yingying, MA Li, ZHANG Lijin, ZHU Liqi. A Serial Mediation Model Between Number of Children and Life Satisfaction of Chinese Mothers of Childbearing Age [J]. Studies of Psychology and Behavior, 2022, 20(5): 651-656.
[5]	ZHANG Shuo, CAI Xuebin, DENG Xuyang, ZHAO Xin. The Relationship Between Family Functioning and Psychological Resilience of Adolescents: A Moderated Mediation Model [J]. Studies of Psychology and Behavior, 2022, 20(2): 204-211.
[6]	YAN Guangfen, JIANG Kun, LAN Zebo, DING Xiaohui. The Influence of Social Support on Adaptation of Hearing-Impaired College Students: Mediating Effect of Psychological Resilience [J]. Studies of Psychology and Behavior, 2021, 19(2): 252-257.
[7]	XIN Yong, BAI Ke, CHEN Xieping, ZHU Dianqing, LIU Chuanjun. The Effect of Social Support on Posttraumatic Growth of Adolescents: the Mediating Role of Resilience [J]. Studies of Psychology and Behavior, 2019, 17(6): 817-823.
[8]	MIAO Peijun, XIE Shanshan, CHEN Zefei, LIAN Rong. The Relationship Between Psychological Resilience and Job Burnout in Preschool Teachers: Testing the Mediating Roles of Big Five Personality [J]. Studies of Psychology and Behavior, 2018, 16(4): 512-517.
[9]	Feng Zhouqi, Bai Xuejun, Chen Yezi. A Study on the Effect of Personal Relationships on the Ways of Moral Thinking of Adolescence [J]. Studies of Psychology and Behavior, 2014, 12(6): 800-805.
[10]	Wei Xing；Ji Linqin；Chen Liang；Lv Na；Zhang Wenxin. Linkage Between Early Adolescent Aggression and Delinquency: Do Perceived Popularity Play a Role as Moderator？ [J]. , 2012, 10(5): 355-361.
[11]	Deng Xinmei；Sang Biao . DEVELOPMENT OF THE ADOLESCENT DAILY EMOTION REGULATION QUESTIONNAIRE [J]. , 2011, 9(3): 168-175.
[12]	Liang Baoyong. DEVELOPMENT OF CHINESE ADOLESCENCE COPING STYLES SCALE [J]. Studies of Psychology and Behavior, 2006, 4(3): 161-167.
[13]	Wo Jianzhong,Sun Huiming. THE CONSTRUCTION OF ADOLESCENCE′S ATTRIBUTIONAL STYLE QUESTIONNAIRE [J]. Studies of Psychology and Behavior, 2006, 4(2): 90-94.
[14]	Shan Hongxue,Song Guangwen. THE NEW MODELS OF ADOLESCENCE PERSONALITY DEVELOPMENT [J]. Studies of Psychology and Behavior, 2006, 4(1): 70-74.