Open Access

ARTICLE

Challenge and Hindrance Academic Stressors and University Students’ Well-Being: The Chain Mediating Roles of Meaning in Life and Academic Self-Efficacy

Yezi Zeng^1,*, Yufei Cong²

1 Faculty of Education, East China Normal University, Shanghai, 200062, China
2 Institute of Higher Education, Tongji University, Shanghai, 200092, China

* Corresponding Author: Yezi Zeng. Email:

(This article belongs to the Special Issue: Mental Health Promotion in Higher Education: Interventions and Strategies for the Psychological Well-being of Teachers and Students)

International Journal of Mental Health Promotion 2025, 27(11), 1663-1679. https://doi.org/10.32604/ijmhp.2025.072125

Received 20 August 2025; Accepted 30 October 2025; Issue published 28 November 2025

Abstract

Background: Academic stress is a critical factor influencing university students’ well-being. However, research has shown that stress is not a unidimensional construct; different types of stressors (challenge vs. hindrance) may lead to distinct outcomes. This study constructed a structural equation model (SEM) to examine the relationships between challenge and hindrance academic stressors and students’ well-being, as well as the mediating mechanisms. Methods: Data were collected from 836 undergraduates at six universities in China (58.4% female, 41.6% male; Mean age = 20.47 ± 1.46 years). Descriptive statistics, Pearson correlations, and SEM with 5000 bootstrap resamples were conducted to test hypothesized paths and mediating effects. Results: Direct path analysis revealed that challenge stressors positively predicted meaning in life (β = 0.329, p < 0.001) but not academic self-efficacy (β = –0.004, p = 0.915), while hindrance stressors negatively predicted meaning in life (β = –0.371, p < 0.001). Meaning in life strongly predicted academic self-efficacy (β = 0.543, p < 0.001) and well-being (β = 0.301, p < 0.001), and academic self-efficacy further contributed to well-being (β = 0.190, p < 0.001). Bootstrapping confirmed that meaning in life significantly mediated the effects of both challenge (β = 0.099, 95% CI [0.063, 0.144]) and hindrance stressors (β = –0.112, 95% CI [–0.162, –0.076]) on well-being. The serial mediation pathway was also significant for both models (challenge: β = 0.034, 95% CI [0.019, 0.049]; hindrance: β = –0.038, 95% CI [–0.057, –0.024]). Conclusions: This study partially validates the dual-pathway model of academic stress in higher education and highlights the pivotal roles of meaning in life and academic self-efficacy in the stress–well-being relationship.

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