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Abstract
This study took undergraduate students majoring in calligraphy from five universities in China as research subjects and systematically explored the mechanism by which learning stress influences academic satisfaction, with a particular focus on the mediating role of learning engagement in this relationship. Drawing on stress theory, learning engagement theory, and self-efficacy theory, the study constructed a structural equation model of “learning stress–learning engagement–academic satisfaction.” Through statistical analysis and model testing of questionnaire data, the results revealed that learning stress significantly and negatively predicted academic satisfaction, while learning engagement played a partial mediating role. This research not only uncovers the internal psychological mechanisms of calligraphy undergraduates’ academic experiences but also provides empirical evidence and practical implications for promoting mental health and advancing pedagogical reform in art education.
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Copyright (c) 2025 Siyuan Yao (Co-Authors); Heung Kou (Author)