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Learn more: PMC Disclaimer | PMC Copyright Notice BMC Psychol . 2026 Mar 5;14:516. doi: 10.1186/s40359-026-04268-0 Search in PMC Search in PubMed View in NLM Catalog Add to search The impact of subjective well-being on college students’ academic burnout: the chain mediating role of psychological resilience and academic stress Manman Shan Manman Shan 1 School of Electrical Engineering, Yancheng Institute of Technology, Yancheng, 224051 China Find articles by Manman Shan 1, # , Zhaoyang Shan Zhaoyang Shan 2 School of Foreign Languages and Literature, Shandong University, Jinan, 250100 China Find articles by Zhaoyang Shan 2, ✉, # , Duojiao Hu Duojiao Hu 3 School of Foreign Languages, Zhongyuan Institute of Science and Technology, Xuchang, 461000 China Find articles by Duojiao Hu 3 , Canxing Wang Canxing Wang 4 School of Chemistry and Chemical Engineering, Yancheng Institute of Technology, Yancheng, 224051 China Find articles by Canxing Wang 4, ✉ Author information Article notes Copyright and License information 1 School of Electrical Engineering, Yancheng Institute of Technology, Yancheng, 224051 China 2 School of Foreign Languages and Literature, Shandong University, Jinan, 250100 China 3 School of Foreign Languages, Zhongyuan Institute of Science and Technology, Xuchang, 461000 China 4 School of Chemistry and Chemical Engineering, Yancheng Institute of Technology, Yancheng, 224051 China ✉ Corresponding author. # Contributed equally. Received 2025 Oct 19; Accepted 2026 Feb 26; Collection date 2026. © The Author(s) 2026 Open Access This article is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License, which permits any non-commercial use, sharing, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if you modified the licensed material. You do not have permission under this licence to share adapted material derived from this article or parts of it. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by-nc-nd/4.0/ . PMC Copyright notice PMCID: PMC13072479 PMID: 41787582 Abstract In the current context of higher education, university students face increasing academic pressure, and academic burnout has become an increasingly prominent issue, affecting both learning adaptation and mental health. This study examines the mechanism through which subjective well-being influences academic burnout, with a particular focus on the serial mediating roles of psychological resilience and academic stress. Data were collected through a questionnaire survey from 841 Chinese undergraduates, measuring subjective well-being, psychological resilience, academic stress, and academic burnout. Results indicated that: (1) subjective well-being was directly and negatively associated with academic burnout; (2) psychological resilience mediated the relationship between subjective well-being and academic burnout, whereas the independent mediating effect of academic stress was not significant; and (3) psychological resilience and academic stress jointly formed a serial mediation pathway linking subjective well-being to academic burnout. These findings highlight the pivotal roles of resilience and stress perception in translating positive psychological states into lower levels of academic burnout. The results provide empirical evidence for enhancing students’ subjective well-being and alleviating academic burnout in higher education. Keywords: Subjective well-being, Psychological resilience, Academic stress, Academic burnout Introduction Academic burnout refers to a state of emotional, behavioral, and cognitive exhaustion that arises when students cope with academic demands beyond their capacity [ 1 , 2 ]. Its typical manifestations include a negative attitude toward learning activities, difficulty concentrating, diminished motivation, and emotional fatigue. Such a state not only leads to academic disengagement and health problems among university students but may also produce a “contagion effect” within peer groups, creating a vicious cycle that hinders the overall development of higher education [ 3 ]. Accordingly, exploring the factors and mechanisms underlying academic burnout holds both theoretical and practical significance. Subjective well-being (SWB) is an individual’s overall evaluation of life quality, typically comprising three core dimensions: life satisfaction, positive affect, and negative affect [ 4 ]. Prior studies have demonstrated that SWB not only predicts psychological health but is also closely associated with academic variables such as learning motivation [ 5 ], academic self-efficacy [ 6 ], and academic achievement [ 7 ]. This suggests a close connection between SWB and academic burnout. Beyond examining the direct effect of SWB on academic burnout, it is equally important to investigate the mechanisms linking the two. Psychological resilience results from the joint influence of internal resources (e.g., personality traits and cognitive abilities) and external resources (e.g., family environment and social support), enabling individuals to buffer stress and promote mental health [ 8 , 9 ]. Research has demonstrated that psychological resilience enhances students’ adaptive capacity when facing academic challenges [ 10 ], enabling them to employ positive coping strategies and thereby reducing the likelihood of academic burnout [ 11 , 12 ]. As positive affect, a core component of SWB [ 4 ], provides psychological resources that support psychological resilience, it can be inferred that psychological resilience may mediate the relationship between SWB and academic burnout. In addition, academic stress is another critical factor influencing university students’ academic burnout. Excessive academic stress not only directly reduces students’ interest and engagement in learning but also contributes to the accumulation of negative emotions such as anxiety and depression [ 13 , 14 ], thereby exacerbating academic burnout. Previous studies have revealed a negative relationship between academic stress and SWB [ 15 ], while higher levels of SWB can partly buffer the adverse effects of stress. Thus, academic stress may also serve as a mediator between SWB and academic burnout. Psychological resilience is not only an essential psychological resource for coping with adversity but is also closely related to academic stress. Empirical studies have shown that students with higher levels of psychological resilience tend to view academic challenges more positively and adopt more effective coping strategies, thereby reducing the negative impact of academic stress [ 16 ]. Thus, psychological resilience plays a critical role in alleviating academic stress. However, few studies have simultaneously examined psychological resilience and academic stress as serial mediators between SWB and academic burnout, leaving a gap in the literature regarding the underlying psychological mechanisms linking SWB and academic burnout. In summary, this study focuses on Chinese university students, who often face intense academic pressures, highly competitive learning environments, and institutional cultures that place strong emphasis on examination performance and academic achievement. Such conditions make students particularly vulnerable to stress-related problems, rendering academic burnout a salient and urgent issue in the Chinese higher education context. Therefore, the study aims to examine the direct effect of SWB on academic burnout, while further testing the mediating roles of psychological resilience and academic stress in this relationship. By constructing and validating this serial mediation model, the study not only deepens the understanding of the complex interplay among SWB, psychological resilience, academic stress, and academic burnout but also provides theoretical and practical implications for psychological interventions and academic support in higher education. Literature review The potential relationship between subjective well-being and academic burnout SWB, reflecting an individual’s overall evaluation of life quality, is a widely used indicator of mental health and positive development [ 17 ]. Higher levels of SWB (i.e., positive emotions) not only enhance emotional stability but also foster the accumulation of psychological resources [ 18 ]. Previous studies have shown that university students with higher SWB typically demonstrate stronger academic self-efficacy [ 19 ]. In the learning process, they are more capable of recovering quickly from setbacks, sustaining long-term engagement with academic tasks, and achieving better academic performance [ 20 ]. In addition, SWB is associated with better emotional regulation and richer interpersonal resources [ 21 ], enabling students to build supportive social networks that benefit academic adjustment. Academic burnout, by contrast, is a typical negative academic state characterized by emotional exhaustion, reduced interest in learning, and cognitive detachment [ 22 ]. Research has consistently revealed a negative relationship between SWB and academic burnout [ 23 ]. Students with higher SWB tend to experience more positive emotions, which not only serve as a psychological buffer but also help build lasting psychological resources (e.g., adaptive coping strategies), as proposed by the broaden-and-build theory [ 18 ], thereby reducing the likelihood of burnout. In addition, the self-determination theory [ 24 ] also suggests that fulfilling basic psychological needs for autonomy, competence, and relatedness, which are often associated with higher life satisfaction, a core dimension of SWB, enhances students’ capacity to cope with academic challenges, further lowering the risk of academic burnout. Despite these insights, few studies have examined how SWB, as a protective psychological resource, directly prevents academic burnout. Drawing on positive psychology and prior empirical findings, this study proposes that SWB directly suppresses academic burnout among university students and serves as a key protective factor in the learning process (Hypothesis 1). The potential serial mediation of psychological resilience and academic stress between subjective well-being and academic burnout Psychological resilience is generally defined as the capacity to positively adapt when facing adversity, setbacks, or stress, enabling individuals to deal with challenges in a more flexible and constructive manner [ 8 ]. Higher psychological resilience not only implies stronger stress tolerance but is also associated with quicker emotional recovery, more persistent goal pursuit, and greater ability to overcome difficulties (e.g., academic burnout) [ 25 ]. Empirical studies have demonstrated that resilience significantly influences academic burnout [ 12 , 26 , 27 ]. Specifically, one study [ 26 ], drawing on a sample of 613 medical students, examined the mediating role of resilience in the relationship between psychological stress and academic burnout. The findings indicated that resilience significantly buffered the negative impact of stress on academic burnout, suggesting that interventions aimed at enhancing resilience may effectively prevent or alleviate academic burnout. Another study [ 27 ], conducted among 383 international students in China during the post-COVID-19, found a 12.01% prevalence of academic burnout. Resilience levels were negatively associated with burnout symptoms, highlighting resilience as a protective factor. Similarly, a study [ 12 ], based on survey data from 807 Chinese undergraduates with long-term online learning experience, reported a significant negative relationship between psychological resilience and academic burnout. Beyond its direct impact, SWB may also exert an indirect effect on academic burnout through psychological resilience as a positive psychological resource. From the perspective of positive psychology, SWB not only reflects current emotional states but also facilitates the accumulation and expansion of psychological resources [ 18 ]. Students with higher SWB tend to experience more stable positive emotions and greater life satisfaction, which enable them to maintain optimism and engage in positive cognitive reappraisal when encountering difficulties, thereby enhancing resilience and ultimately reducing burnout. In addition, as suggested by the broaden-and-build theory [ 18 ], the positive emotions associated with higher SWB can broaden individuals’ thought-action repertoires and help build enduring personal resources such as psychological resilience. Thus, this study proposes that psychological resilience mediates the relationship between SWB and academic burnout (Hypothesis 2). Academic stress refers to the tension and psychological burden experienced by students when facing academic demands [ 13 ]. Empirical research has consistently shown that academic stress significantly predicts academic burnout [ 28 , 29 ]. For example, one study [ 28 ], surveying 929 Chinese adolescents, found that academic stress was positively correlated with academic burnout and significantly influenced its severity. Another study [ 29 ], drawing on a sample of 1,130 undergraduates in English courses, constructed a moderated mediation model and revealed that English-related academic stress significantly predicted English academic burnout. In the emerging context of AI-assisted education, academic stress has also been confirmed to be closely related to burnout. One study [ 30 ], using structural equation modeling with a sample of 619 Turkish high school students, demonstrated that academic stress remained a key psychological mechanism influencing academic burnout. Meanwhile, SWB may indirectly influence academic burnout by reducing academic stress. Students with higher SWB tend to experience more positive emotions, which, in line with the broaden-and-build theory [ 18 ], enable them to adopt a constructive attitude toward academic challenges, thereby lowering perceived stress and reducing the likelihood of burnout. Accordingly, this study hypothesizes that academic stress mediates the relationship between SWB and academic burnout (Hypothesis 3). Psychological resilience can also help individuals buffer stress (e.g., academic stress) and foster mental health [ 8 ]. In other words, psychological resilience significantly affects students’ academic stress. Specifically, an empirical study [ 16 ], drawing on a sample of 1,230 adolescents, revealed that psychological resilience negatively predicted academic stress, suggesting that higher resilience effectively alleviates stress among adolescents. Building on this, it can be inferred that psychological resilience and academic stress may not only mediate the relationship between SWB and academic burnout independently but may also form a serial mediation pathway. This serial pathway highlights the dynamic connection between positive psychological resources and stress perception, offering a new perspective for understanding the mechanisms through which SWB influences academic burnout. Therefore, this study proposes that psychological resilience and academic stress jointly serve as serial mediators in the relationship between SWB and academic burnout (Hypothesis 4). The hypothesized model This study aims to examine the relationships among SWB, psychological resilience, academic stress, and academic burnout, with particular attention to the serial mediating roles of psychological resilience and academic stress in the link between SWB and academic burnout. Drawing on the theoretical perspectives and empirical findings discussed above, the proposed model is illustrated in Fig. 1 , which guides the study in addressing the following research questions: RQ1. Does subjective well-being significantly predict academic burnout? RQ2. Do psychological resilience and academic stress independently mediate the relationship between subjective well-being and academic burnout? RQ3. Do psychological resilience and academic stress jointly form a chain mediation pathway linking subjective well-being to academic burnout? Fig. 1. Open in a new tab The hypothesized model. Note: A plus sign (+) indicates a positive effect, and a minus sign (−) indicates a negative effect. Research design Participants The study collected 841 valid questionnaires ( M age = 19.56; SD = 1.00 years) from a public university in Jiangsu Province. Participants were recruited on a voluntary basis through classroom announcements, and data were gathered through anonymous self-report questionnaires administered on the Wenjuanxing platform ( www.sojump.com ). A total of 876 responses were initially received, of which 35 were excluded due to excessively short completion times or missing data, leaving 841 valid cases. Among the participants, 434 were male and 407 were female, with the majority being second-year undergraduates. The sample covered a range of disciplines, including humanities and social sciences ( N = 241, 28.66%), engineering ( N = 356, 42.33%), and natural sciences ( N = 244, 29.01%). Instruments Participants completed a set of self-administered questionnaires measuring SWB [ 31 ], psychological resilience [ 32 ], academic stress [ 13 ], and academic burnout [ 33 ], along with demographic information (e.g., age, gender, and major). The SWB scale employed a 7-point Likert format, while the other scales adopted 5-point Likert formats, with higher scores indicating greater endorsement of the items or higher levels of the construct measured. To ensure the appropriateness of the measures in the Chinese context, the original SWB scale was adapted through a translation-back translation procedure [ 34 ]. Three experienced teachers reviewed the translated items to guarantee clarity and comprehensibility for participants. Subjective well-being scale SWB was measured using the 5-item scale developed by [ 31 ]. Each item was rated on a 7-point Likert scale ranging from 1 (strongly disagree) to 7 (strongly agree). Sample items include: “In most ways, my life is close to my ideal” and “I am satisfied with my life.” Higher scores indicate higher levels of SWB. In this study, the scale demonstrated high reliability, with Cronbach’s α = 0.869. Psychological resilience scale Psychological resilience was assessed with the scale developed by [ 32 ], which consists of 27 items evaluating individuals’ emotional regulation, coping strategies, and perceived social support when facing setbacks, failure, or stress. Each item was rated on a 5-point Likert scale (1 = strongly disagree, 5 = strongly agree), with higher scores reflecting greater resilience. Sample items include: “I can quickly adjust my emotions within a short period of time” and “I believe adversity can motivate me to improve.” In this study, the scale showed excellent reliability, with Cronbach’s α = 0.972. Academic stress scale Academic stress was measured using the School Academic Stress Questionnaire (SASQ) developed by [ 13 ]. The questionnaire includes four dimensions (i.e., parental pressure, self-imposed pressure, teacher pressure, and social pressure) comprising a total of 21 items. All items were rated on a 5-point Likert scale (1 = strongly disagree, 5 = strongly agree), with higher scores indicating greater academic stress. Parental pressure (6 items, e.g., “My parents often nag me, hoping that I will become outstanding”) reflects academic expectations and pressure from the family. Self-imposed pressure (6 items, e.g., “I am often dissatisfied with my exam results”) captures students’ internal academic burden. Teacher pressure (5 items, e.g., “When I can not answer the teacher’s question, the teacher criticizes me”) represents stress stemming from classroom interactions. Social pressure (4 items, e.g., “When I am upset, I feel I have no close friend to talk to”) reflects perceived stress in interpersonal relationships and social support. In this study, the four dimensions demonstrated high reliability, with Cronbach’s α = 0.901, 0.870, 0.818, and 0.806, respectively. Academic burnout scale Academic burnout was assessed using the scale developed by [ 33 ], which consists of 20 items across three dimensions: emotional exhaustion, inappropriate behavior, and reduced sense of accomplishment (items 1, 3, 6, 8, 11, 13, 15, and 18 are reverse-coded). All items were rated on a 5-point Likert scale (1 = strongly disagree, 5 = strongly agree), with higher scores reflecting higher levels of burnout. Emotional exhaustion (8 items, e.g., “When I wake up in the morning and think about facing a day of study, I feel very tired”) reflects students’ negative emotional experiences during learning. Inappropriate behavior (6 items, e.g., “I rarely study after class”) reflects insufficient engagement and poor study habits. Reduced sense of accomplishment (6 items, e.g., “It is easy for me to obtain a bachelor’s degree (R)”) reflects students’ perceived lack of competence and achievement. In this study, the three dimensions demonstrated high reliability, with Cronbach’s α = 0.901, 0.861, and 0.863, respectively. Data collection and analysis Data were collected between July and September 2025. All participants completed anonymous online questionnaires via the Wenjuanxing platform ( www.sojump.com ). Prior to survey completion, participants were informed of the study’s purpose, assured of the voluntary nature of their participation, and notified that all data would be used exclusively for academic research and kept strictly confidential. The questionnaire included measures of SWB, psychological resilience, academic stress, and academic burnout, along with demographic information such as age, gender, and major. The average completion time was approximately six minutes. Data analysis was conducted using SPSS 28.0, PROCESS v4.1 and Amos 28.0. Prior to the main analyses, a series of data preprocessing procedures were conducted in SPSS 28.0, including screening for outliers, verification of key multivariate assumptions, assessment of predictor collinearity, descriptive statistics, correlation analyses, reliability assessments (Cronbach’s α), and confirmatory factor analyses (CFA) for all main variables. In addition, common method bias was assessed using Harman’s single-factor test as well as a common latent factor approach. Detailed results of these preliminary analyses, including outlier diagnostics, collinearity statistics, tests of multivariate assumptions, CFA results, and the common latent factor analysis, are reported in the supporting file. A chain mediation analysis was carried out using PROCESS model 6, which included one predictor (SWB), two mediators (psychological resilience [PR] and academic stress [AS]), and one outcome variable (academic burnout [AB]), with age and gender included as control variables to ensure robustness. Model 6 was chosen because it specifically allows for testing serial multiple mediation pathways. The analysis estimated one direct path (SWB → AB) and three indirect paths (SWB → PR → AB; SWB → AS → AB; SWB → PR → AS → AB). The significance of all direct and indirect effects was tested using 5,000 bootstrap resamples to generate 95% bias-corrected confidence intervals (CIs). Mediation was considered significant when the CI did not include zero [ 35 ]. The model examined one direct path (SWB → AB) and three indirect paths (SWB → PR → AB; SWB → AS → AB; SWB → PR → AS → AB), and regression coefficients along with bias-corrected CIs were used to evaluate the significance and magnitude of these effects. Results Common method bias test A preference for using the same type of Likert scale in questionnaires may lead to a significant issue of common method bias (CMB) [ 36 ]. In the present study, different measurement instruments were employed, all using Likert-type scales consistent with the corresponding items in the original questionnaires, serving as a procedural method to mitigate CMB arising from self-reported, single-source data [ 37 ]. To assess the presence of CMB, Harman’s single-factor test was conducted. This test examines whether a single factor accounts for a substantial portion of the total variance; if it does, it indicates potential CMB [ 38 ]. In this study, four factors had eigenvalues greater than 1, and the factor with the largest eigenvalue accounted for only 29.494% of the total variance in Table 1 . Therefore, there was no substantial evidence of CMB in the present data. Table 1. Common method bias test Component Initial Eigenvalues Extraction Sums of Squared Loadings Total Variance% Cumulative% Total Variance% Cumulative% 1 21.531 29.494 29.494 21.531 29.494 29.494 2 10.116 13.857 43.351 10.116 13.857 43.351 3 7.317 10.023 53.374 7.317 10.023 53.374 4 2.871 3.933 57.307 2.871 3.933 57.307 5 0.808 1.107 58.415 Open in a new tab Descriptive statistics Table 2 presents the means ( M ), standard deviations ( SD ), skewness, and kurtosis for all variables in this study. Prior to the main analyses, the assumption of normality was examined. The absolute values of skewness ranged from 0.108 to 0.305, and kurtosis ranged from 0.891 to 1.027. Although the kurtosis value of PR was relatively high, it remained within acceptable limits, indicating that the assumption of univariate normality was satisfied [ 39 ]. Table 2. Descriptive statistics and Pearson correlations among all variables Variables M SD 1 2 3 4 SWB 4.260 1.403 -- PR 3.067 0.959 0.301** -- AS 2.709 0.956 -0.150** -0.297** -- AB 2.859 0.946 -0.226** -0.289** 0.358** -- Skewness( < ± 2) -0.137 -0.108 0.301 0.305 Kurtosis( < ± 7) -0.920 -1.027 -0.965 -0.891 Open in a new tab ** p < 0.01 (two-tailed); subjective well-being (SWB), psychological resilience (PR), academic stress (AS), and academic burnout (AB) Correlation analyses revealed significant relationships among the four key variables: SWB, PR, AS, and AB, largely consistent with theoretical expectations. SWB was positively correlated with PR ( r = 0.301, p < 0.01), suggesting that higher levels of well-being were associated with stronger psychological resilience. In contrast, SWB was negatively correlated with AS ( r = -0.150, p < 0.01) and AB ( r = -0.226, p < 0.01), indicating that higher well-being was linked to lower academic stress and reduced academic burnout. PR was also negatively correlated with AS ( r = -0.297, p < 0.01) and AB ( r = -0.289, p < 0.01), supporting that psychological resilience serves as a protective factor against stress and burnout. Additionally, AS was strongly positively correlated with AB ( r = 0.358, p < 0.01), highlighting the close association between perceived academic stress and the development of burnout symptoms. Age and gender were controlled for in the subsequent analyses. The serial mediation analysis A serial mediation model was established with SWB as the predictor variable, AB as the outcome variable, and PR and AS as mediators. The model included one direct path (SWB → AB) and three indirect paths (SWB → PR → AB; SWB → AS → AB; SWB → PR → AS → AB). Age and gender were included as covariates because they are commonly controlled demographic variables in regression-based analyses, and controlling for them helps reduce potential confounding effects and obtain more conservative estimates. The results of the serial mediation analysis using PROCESS model 6 are summarized in Table 3 . All coefficients reported below are standardized. Specifically, SWB significantly and negatively predicted AB ( β = -0.134, 95% CI [-0.134,-0.047], p < 0.01), supporting Hypothesis 1. Moreover, SWB significantly and positively predicted PR ( β = 0.298, 95% CI [0.160,0.248], p < 0.01). PR, in turn, significantly and negatively predicted both AS ( β = -0.275, 95% CI [-0.342,-0.207], p < 0.01) and AB ( β = -0.162, 95% CI [-0.225,-0.094], p < 0.01). AS significantly and positively predicted AB ( β = 0.289, 95% CI [0.223,0.350], p < 0.01). However, the direct path from SWB to AS was not significant ( β = -0.066, 95% CI [-0.091,0.001], t = -1.918). These findings indicate that PR and AS jointly functioned as a serial mediator in the relationship between SWB and AB. Higher levels of SWB predicted higher PR and lower AS, which subsequently predicted lower levels of AB. All regression models were significant ( F range = 21.386–39.907, p < 0.001), with the final model explaining the largest proportion of variance in AB ( R ² = 0.193). Table 3. The mediation model of PR and AS between SWB and AB Variables PR AS AB β 95%CI SE t β 95%CI SE t β 95%CI SE t Age 0.048 [-0.017,0.108] 0.032 1.425 -0.027 [-0.088,0.037] 0.032 -0.809 -0.025 [-0.082,0.035] 0.030 -0.799 Gender 0.006 [-0.118,0.143] 0.066 0.193 -0.005 [-0.140,0.120] 0.066 -0.148 0.101 [0.076,0.319] 0.062 3.190* SWB 0.298 [0.160,0.248] 0.023 9.050** -0.066 [-0.091,0.001] 0.024 -1.918 -0.134 [-0.134,-0.047] 0.022 -4.110** PR -0.275 [-0.342,-0.207] 0.034 -7.956** -0.162 [-0.225,-0.094] 0.033 -4.781** AS 0.289 [0.223,0.350] 0.032 8.860** R2 0.093 0.093 0.193 F 28.450*** 21.386*** 39.907*** Open in a new tab β = standardized coefficient, SE = standard error. * p < 0.05, ** p < 0.01, *** p < 0.001 (two-tailed) Furthermore, the significance of the mediation effects in the serial mediation model was further verified using a bootstrapping procedure. A total of 5,000 bootstrap samples were drawn from the original dataset. An indirect effect was considered significant if the 95% confidence interval (CI) did not include zero. As shown in Table 4 ; Fig. 2 , the indirect effect of PR in the SWB → AB pathway was significant (indirect effect = -0.033, SE = 0.013, 95% CI [-0.079, -0.024]), as the confidence interval did not include zero, supporting Hypothesis 2. In contrast, the indirect effect of AS in the SWB → AB pathway was not significant (indirect effect = -0.013, SE = 0.012, 95% CI [-0.045, 0.005]), since the confidence interval included zero, indicating that Hypothesis 3 was not supported. This suggests that AS may function as a secondary mechanism, primarily influenced by PR rather than directly by SWB. Importantly, the serial mediation effect of PR → AS in the SWB → AB pathway was significant (indirect effect = -0.016, SE = 0.005, 95% CI [-0.034, -0.015]), supporting Hypothesis 4. Table 4. The serial mediation analysis of SWB on AB Mediating effects Effects Boot SE Boot LLCI Boot ULCI Total effect -0.152 0.023 -0.196 -0.108 Direct effect -0.091 0.022 -0.134 -0.047 Total indirect effects -0.062 0.012 -0.087 -0.040 Ind1: SWB⇒PR⇒AB -0.033 0.013 -0.079 -0.024 Ind2: SWB⇒AS⇒AB -0.013 0.012 -0.045 0.005 Ind3: SWB⇒PR⇒AS⇒AB -0.016 0.005 -0.034 -0.015 Ind1-Ind2 -0.020 0.013 -0.045 0.005 Ind1-Ind3 -0.017 0.009 -0.037 0.001 Ind2-Ind3 0.003 0.009 -0.015 0.021 Open in a new tab Bootstrap sample size = 5000. Boot SE = Bootstrap standard error, Boot LLCI = Bootstrap low limit of confidence interval, Boot ULCI = Bootstrap upper limit of confidence interval Fig. 2. Open in a new tab The direct paths among all variables Discussion This study examined the mechanisms through which subjective well-being influences academic burnout among university students, with a particular focus on the potential chain mediating roles of psychological resilience and academic stress. Through the analysis of the relationships among these variables, the study revealed how positive psychological states are related to lower levels of academic burnout through their associations with individual psychological resources and perceived academic stress. The most significant theoretical contribution of this study lies in demonstrating the serial mediation pathway of psychological resilience → academic stress, providing empirical evidence for the integrated role of psychological resilience and stress perception in linking subjective well-being to academic burnout. The following sections provide a detailed discussion of the findings. First, the results showed that subjective well-being was significantly and negatively associated with academic burnout, with a modest magnitude, supporting Hypothesis 1. In other words, higher levels of SWB were associated with lower levels of burnout. This finding partially aligns with previous research reporting a stable negative relationship between subjective well-being and academic burnout [ 23 ], indicating that subjective well-being, as a positive psychological resource, can buffer the pressures in academic environments. Students with higher SWB tend to experience more positive emotions during learning and are better able to regulate negative experiences [ 21 ], and have lower levels of fatigue, disengagement, and feelings of lack of accomplishment. Thus, subjective well-being not only reflects an overall evaluation of life satisfaction but also plays a protective role in specific academic domains, being associated with lower levels of academic burnout. This finding also supports a central tenet of positive psychology, namely that positive emotional experiences such as well-being correlate with psychological health and adaptive functioning [ 40 ]. Similarly, it also confirms the broaden-and-build function of positive emotions [ 18 ], by showing that students’ positive emotions associated with higher SWB can cultivate enduring psychological resources, such as adaptive coping strategies, which in turn are related to more effective management of academic demands and lower levels of academic burnout. Then, psychological resilience was found to play a statistically significant but modest mediating role between subjective well-being and academic burnout, confirming Hypothesis 2. The results indicate that students with higher levels of SWB tend to exhibit greater psychological resilience, which in turn is associated with lower levels of academic burnout, forming a complete indirect pathway from SWB to AB. This finding partially corroborates the view that subjective well-being is related to individual resilience, echoing previous research [ 41 , 42 ]. Students who report higher life satisfaction and maintain positive evaluations of their experiences (i.e., high subjective well-being) are more likely to display resilient, adaptive psychological qualities, maintaining self-regulation and effective coping strategies (i.e., high psychological resilience). Furthermore, this finding aligns with the theoretical perspective of subjective well-being [ 4 ], which posits that a positive evaluation of life reflects not only psychological health but also the development of valuable psychological resources. At the same time, it also reflects the broaden-and-build theory [ 18 ], which highlights the crucial role of positive emotions in expanding individuals’ thought-action repertoires. Higher levels of subjective well-being are associated with positive emotional states that are linked to the accumulation of enduring psychological resources such as resilience, which in turn are related to more effective coping with academic challenges. Moreover, this study demonstrated that psychological resilience directly correlates with lower levels of academic burnout. Students with higher resilience are better able to adapt to academic stress and remain engaged in learning, experiencing less fatigue, disengagement, or feelings of incompetence (i.e., lower academic burnout). This is consistent with previous research suggesting that psychological resilience serves as a crucial protective mechanism that alleviates the negative consequences of academic burnout [ 12 , 26 , 27 ]. However, this study revealed that academic stress did not independently mediate the relationship between subjective well-being and academic burnout, and thus Hypothesis 3 was not supported. In other words, the direct path from subjective well-being to academic stress was not significant, rendering the indirect effect of subjective well-being on academic burnout through academic stress non-significant. First, the non-significant direct effect of subjective well-being on academic stress may reflect characteristics specific to the current sample. The participants were primarily second-year undergraduates, a developmental stage in which students have generally adapted to university academic routines but have not yet entered high-stakes transitional phases such as graduation or employment. Under relatively stable academic conditions, academic stress may be more structurally embedded in institutional academic requirements (e.g., course load, examination schedules, and GPA regulations) rather than being immediately shaped by fluctuations in subjective well-being. In this context, the buffering function of subjective well-being may become more salient during periods of intensified or transitional stress, whereas its direct association with academic stress may appear attenuated during relatively stable academic phases. In addition, the results confirmed a significant positive effect of academic stress on academic burnout, consistent with prior studies [ 28 , 29 ], further validating academic stress as an important predictor of academic burnout. It is worth noting that although the independent mediating role of academic stress was not supported, this does not imply that academic stress plays no role between subjective well-being and academic burnout. As revealed in subsequent analyses, its effect emerges when academic stress is combined with psychological resilience in a chain-mediated pathway, indicating that the impact of stress may depend on the presence and activation of individual psychological resources. Importantly, the results supported the presence of a statistically significant but modest serial mediation effect, whereby subjective well-being was sequentially associated with academic burnout through psychological resilience and academic stress, supporting Hypothesis 4. This finding suggests that subjective well-being exhibits a dual pattern in its associations with academic burnout. On one hand, higher subjective well-being is directly associated with lower levels of burnout during learning; On the other hand, it is linked to greater psychological resilience, which in turn is related to stronger adaptability and stress-coping capacity when facing academic demands. Increased psychological resilience subsequently reinterprets students’ perception of academic stress, preventing it from accumulating into long-term negative strain and thereby being related to lower levels of academic burnout. One possible explanation is that students with higher subjective well-being tend to possess greater positive psychological resources (i.e., higher psychological resilience) [ 42 ], allowing them to exhibit enhanced adaptability and resilience in the face of academic challenges. This strengthened psychological resilience helps reframe subjective perceptions of academic burden (i.e., academic stress), preventing it from evolving into prolonged negative consumption. Another possible explanation is that higher subjective well-being enables students to maintain positive emotional states and more stable psychological functioning [ 21 ], which activates resilience resources under stress (i.e., psychological resilience). Higher psychological resilience is not only associated with greater confidence in coping with academic challenges [ 43 ] but also linked to students’ cognitive appraisal of stress, which is related to lower perceived negativity of academic demands. Through this sequential mechanism, subjective well-being is indirectly associated with lower levels of academic burnout. Overall, the findings underscore the central role of subjective well-being: it is associated with lower levels of academic burnout both directly and indirectly through the chain-mediated pathway of psychological resilience and academic stress. This highlights that higher levels of subjective well-being among university students are not only related to reduced academic burnout but also linked to the activation of psychological resources and more effective stress management. Notably, this mechanism may be particularly salient in the Chinese higher education context, where strong academic competition and performance expectations are prevalent [ 44 ]. Moreover, cultural values such as achievement orientation [ 45 ] and high parental educational expectations [ 46 ] further intensify academic pressures. Under such pressures, subjective well-being and psychological resilience serve as vital protective resources, enabling students to maintain psychological balance and cope more effectively with academic demands. Conclusion This study aimed to examine the mechanisms through which subjective well-being (SWB) is associated with academic burnout (AB) among university students, with a focus on the potential mediating roles of psychological resilience (PR) and academic stress (AS). The results indicate that SWB is directly associated with lower levels of AB and also indirectly associated with AB via the independent mediation of PR and the sequential mediation of PR → AS, whereas the mediating effect of AS alone was non-significant. These findings suggest that higher SWB is linked to greater PR, which in turn is related to stronger adaptability and stress-coping capacity when facing academic challenges. Strengthened PR is also directly associated with lower levels of AB and indirectly associated with AB through its relationship with the perception of AS. The theoretical contributions of this study are threefold. First, it applies the theory of SWB to the academic burnout context of university students, demonstrating that overall life satisfaction and positive evaluation are associated with academic adaptation outcomes, both directly and indirectly through psychological resources and perceived stress. Second, it provides empirical support for both the independent mediating role of PR and the chain-mediated mechanism of PR → AS in the relationship between SWB and AB, highlighting the central role of psychological resources and stress perception in translating positive psychological states into academic adaptation outcomes. Third, the study deepens the understanding of the formation mechanism of academic burnout among university students, showing that the dynamic interplay among SWB, PR, and AS can effectively explain AB occurrence through direct, single mediation, and chain mediation pathways. From a practical perspective, the findings underscore the importance of enhancing students’ SWB as a key leverage point for preventing AB, while also highlighting the mediating roles of PR and AS. For Chinese university students, who often face high academic pressure and intense competition [ 44 ], these results suggest the value of integrating evidence-based intervention programs into existing university support systems. Specifically, subjective well-being interventions (e.g., positive psychology-based activities such as gratitude exercises and strengths-based reflection), resilience training programs (e.g., stress inoculation and adaptive coping workshops), and academic stress reduction programs (e.g., time management and cognitive reappraisal training) could be systematically implemented through first-year seminars, mental health counseling centers, or curriculum-embedded modules. By jointly targeting SWB enhancement, PR cultivation, and AS regulation, such programs may form an integrated protective chain that effectively mitigates AB and promotes students’ long-term academic adaptation. Despite its contributions, this study has several limitations. First, the cross-sectional design limits causal inferences, and the exclusive reliance on self-report measures may introduce social desirability bias and shared method variance beyond the common method bias tests conducted. Future research is therefore encouraged to adopt longitudinal or experimental designs and multimethod approaches, such as objective academic indicators or teacher evaluations, to more comprehensively capture the dynamic effects of SWB on AB. Second, data were collected between July and September 2025, which coincided with the summer vacation period in China. Students’ levels of subjective well-being and academic stress during the holiday may differ from those experienced during regular academic semesters, particularly when facing examinations, assignment deadlines, and intensified coursework. This temporal context may have attenuated the variability and intensity of academic stress, thereby potentially reducing its mediating effect in the model. Future studies are encouraged to collect data across different academic periods, including high-pressure stages of the semester, to enhance the temporal robustness of the findings. Third, data were collected from a single public university in Jiangsu Province, China, which may constrain the generalizability of the findings. Future studies should consider samples from diverse regions, university types, academic disciplines, and cultural contexts to enhance the external validity and cross-cultural applicability of the results. Finally, this study focused primarily on SWB, PR, and AS, without considering other potentially relevant psychological or environmental factors (e.g., academic motivation, teacher support, and social support). Notably, given the significant effect of gender on academic burnout observed in this study, future research could further examine gender differences and incorporate additional covariates, such as academic year, prior academic performance, or socioeconomic status, to strengthen the robustness of the findings and reduce the risk of omitted variable bias. Acknowledgements The authors wish to thank all the participants who took part in this study. Informed consent statement Informed consent was obtained from all participants involved in the study. Abbreviations SWB Subjective Well-Being PR Psychological Resilience AS Academic Stress AB Academic Burnout Authors’ contributions Conceptualization, Man Shan; Data curation, Zhao Shan; Formal analysis, Zhao Shan; Investigation, Zhao Shan; Methodology, Man Shan; Project administration, Can Wang; Supervision, Zhao Shan; Validation, Duo Hu; Visualization, Duo Hu; Writing – original draft, Man Shan; Writing – review & editing, Can Wang. Funding information The authors received no specific funding for this work. Data availability The datasets generated and analysed during the current study will be made available upon reasonable request. Declarations Ethical approval This study was conducted in accordance with the Declaration of Helsinki and approved by the Institutional Review Board (IRB) of the School of Foreign Languages and Literature at Shandong University. Consent for publication Not applicable. Competing interests The authors declare no competing interests. Footnotes Publisher’s note Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations. Manman Shan and Zhaoyang Shan contributed equally as co-first authors of this article. Contributor Information Zhaoyang Shan, Email: [email protected]. Canxing Wang, Email: [email protected]. References 1. Tuominen-Soini H, Salmela-Aro K. Schoolwork engagement and burnout among Finnish high school students and young adults: profiles, progressions, and educational outcomes. Dev Psychol. 2014;50(3):649. [ DOI ] [ PubMed ] [ Google Scholar ] 2. Vasalampi K, Salmela-Aro K, Nurmi JE. 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