AUTHOR=Shang Hang , Gao Tongcan , Niu Lixia 

TITLE=Study on the mechanism of dual academic research pressure on anxiety among master’s students under an involution context: evidence from a survey of 46 Chinese universities

JOURNAL=Frontiers in Psychology

VOLUME=Volume 16 - 2025

YEAR=2025

URL=https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2025.1667922

DOI=10.3389/fpsyg.2025.1667922

ISSN=1664-1078

ABSTRACT=IntroductionUnder an involution context, and drawing on dual-pressure perception and related theories, the mechanism by which dual academic research pressures influence anxiety among Chinese master’s students was examined.MethodsThe Challenge–Hindrance Stress Scale, the Psychological Resilience Scale, and the Anxiety Perception Measurement Scale were employed. Using a multi-wave longitudinal tracking design, surveys were administered to over 2,000 enrolled master’s students from 46 Chinese universities. SPSS PROCESS was used, with Bootstrap resampling set at 5,000 iterations, to test the proposed moderated dual-pathway mediation model.ResultsChallenge-type research pressure was significantly positively correlated with facilitative anxiety (r = 0.52, p < 0.01) and significantly negatively correlated with inhibitory anxiety (r = −0.48, p < 0.01). Hindrance-type research pressure was significantly negatively correlated with facilitative anxiety (r = −0.38, p < 0.01) and significantly positively correlated with inhibitory anxiety (r = 0.56, p < 0.01). Achievement motivation mediated the relationships between challenge-type research pressure and both facilitative and inhibitory anxiety. Psychological resilience mediated the relationships between hindrance-type research pressure and both facilitative and inhibitory anxiety. A promotion-focused regulatory focus positively moderated the positive effect of challenge-type research pressure on achievement motivation. A prevention-focused regulatory focus negatively moderated the negative effect of hindrance-type research pressure on psychological resilience. The promotion-focused regulatory focus enhanced the indirect effect of “challenge-type research pressure → achievement motivation → facilitative anxiety.” The prevention-focused regulatory focus negatively affected the indirect effect of “hindrance-type research pressure → psychological resilience → facilitative anxiety.”ConclusionAttention to postgraduate students’ research pressures and anxiety necessitates targeted interventions at multiple levels, including universities, faculties, supervisors, and students themselves.