Academic involution and mental internal friction of college students: the mediating role of academic stress and the moderating role of rumination

Abstract

Abstract With the continuous development of society and the increasing intensity of competition, the issues of academic stress and mental internal friction among college students have become increasingly prominent. This phenomenon not only affects the physical and mental health of college students but also has profound implications for their academic performance and interpersonal relationships. This study aims to explore the relationships and underlying mechanisms between academic involution, mental internal friction, academic stress, and rumination. The research involved 626 college students and utilized the Academic Involution Scale, Mental Internal Friction Scale, Academic Stress Sources Scale, and Rumination Scale to collect data and establish a moderated mediation model. The results indicate that: (1) academic involution positively predicts mental internal friction; (2) academic stress plays a full mediating role in the relationship between academic involution and mental internal friction; (3) rumination moderates the pathway through which academic involution affects mental internal friction via academic stress. The study further illuminates the nature of understanding academic involution and mental internal friction issues in college students, providing theoretical support and practical guidance for higher education professionals in formulating effective intervention measures.