Academic Stress, Evaluation Anxiety, and University Dropout Intention: Mediating and Moderating Roles for Resilience
Resilience is a significant factor in explaining university dropout rates. Despite research on its relationship with dropout, little attention has been given to its role alongside academic stress. This study aims to analyse how resilience mediates and moderates the relationship between academic stre...
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| Format: | Article |
| Language: | English |
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Colegio Oficial de Psicólogos de Madrid
2025-06-01
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| Series: | Psicología Educativa: Revista de los Psicólogos de la Educación |
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https://journals.copmadrid.org/psed/art/psed2025a13
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| author | Elena Blanco Ana B. Bernardo Ellián Tuero José C. Núñez |
| author_facet | Elena Blanco Ana B. Bernardo Ellián Tuero José C. Núñez |
| author_sort | Elena Blanco |
| collection | DOAJ |
| description | Resilience is a significant factor in explaining university dropout rates. Despite research on its relationship with dropout, little attention has been given to its role alongside academic stress. This study aims to analyse how resilience mediates and moderates the relationship between academic stress/evaluation anxiety and university dropout intention. A total of 1,505 students from a Spanish university participated. The mediation study demonstrated that resilience partially mediated the relationship between academic stress and dropout intention and fully mediated the relationship between evaluation anxiety and dropout intention. The results of the moderation study indicated that resilience moderated both variables’ influence on dropout. The mediation model explained 7% of the variance in the dropout intention, while the moderation model explained 14%. It can be concluded that academic stress, evaluation anxiety and resilience are significant variables in the university dropout intention, with resilience playing both a mediating and a moderating role. |
| format | Article |
| id | doaj-art-d1845cde44414fd89a4e6a00873c3d8a |
| institution | OA Journals |
| issn | 1135-755X 2174-0526 |
| language | English |
| publishDate | 2025-06-01 |
| publisher | Colegio Oficial de Psicólogos de Madrid |
| record_format | Article |
| series | Psicología Educativa: Revista de los Psicólogos de la Educación |
| spelling | doaj-art-d1845cde44414fd89a4e6a00873c3d8a2025-08-20T02:06:44ZengColegio Oficial de Psicólogos de MadridPsicología Educativa: Revista de los Psicólogos de la Educación1135-755X2174-05262025-06-0131210110910.5093/psed2025a1311320559Academic Stress, Evaluation Anxiety, and University Dropout Intention: Mediating and Moderating Roles for ResilienceElena Blanco0Ana B. Bernardo1Ellián Tuero2José C. Núñez3Universidad de Oviedo, Oviedo Asturias , Spain, Universidad de Oviedo, SpainUniversidad de Oviedo, Oviedo Asturias , Spain, Universidad de Oviedo, SpainUniversidad de Oviedo, Oviedo Asturias , Spain, Universidad de Oviedo, SpainUniversidad de Oviedo, Oviedo Asturias , Spain, Universidad de Oviedo, SpainResilience is a significant factor in explaining university dropout rates. Despite research on its relationship with dropout, little attention has been given to its role alongside academic stress. This study aims to analyse how resilience mediates and moderates the relationship between academic stress/evaluation anxiety and university dropout intention. A total of 1,505 students from a Spanish university participated. The mediation study demonstrated that resilience partially mediated the relationship between academic stress and dropout intention and fully mediated the relationship between evaluation anxiety and dropout intention. The results of the moderation study indicated that resilience moderated both variables’ influence on dropout. The mediation model explained 7% of the variance in the dropout intention, while the moderation model explained 14%. It can be concluded that academic stress, evaluation anxiety and resilience are significant variables in the university dropout intention, with resilience playing both a mediating and a moderating role. https://journals.copmadrid.org/psed/art/psed2025a13 university dropoutacademic stressevaluation anxietyresiliencemoderationmediation |
| spellingShingle | Elena Blanco Ana B. Bernardo Ellián Tuero José C. Núñez Academic Stress, Evaluation Anxiety, and University Dropout Intention: Mediating and Moderating Roles for Resilience Psicología Educativa: Revista de los Psicólogos de la Educación university dropout academic stress evaluation anxiety resilience moderation mediation |
| title | Academic Stress, Evaluation Anxiety, and University Dropout Intention: Mediating and Moderating Roles for Resilience |
| title_full | Academic Stress, Evaluation Anxiety, and University Dropout Intention: Mediating and Moderating Roles for Resilience |
| title_fullStr | Academic Stress, Evaluation Anxiety, and University Dropout Intention: Mediating and Moderating Roles for Resilience |
| title_full_unstemmed | Academic Stress, Evaluation Anxiety, and University Dropout Intention: Mediating and Moderating Roles for Resilience |
| title_short | Academic Stress, Evaluation Anxiety, and University Dropout Intention: Mediating and Moderating Roles for Resilience |
| title_sort | academic stress evaluation anxiety and university dropout intention mediating and moderating roles for resilience |
| topic | university dropout academic stress evaluation anxiety resilience moderation mediation |
| url |
https://journals.copmadrid.org/psed/art/psed2025a13
|
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