{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,8,7]],"date-time":"2026-08-07T16:52:25Z","timestamp":1786121545818,"version":"build-2736575974"},"reference-count":78,"publisher":"Frontiers Media SA","license":[{"start":{"date-parts":[[2026,8,7]],"date-time":"2026-08-07T00:00:00Z","timestamp":1786060800000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":["frontiersin.org"],"crossmark-restriction":true},"short-container-title":["Front. Psychol."],"abstract":"<jats:sec>\n                    <jats:title>Background<\/jats:title>\n                    <jats:p>Psychological resilience is known to reduce learning burnout, but it remains unclear whether low- versus high-arousal academic emotions mediate this relationship and whether such effects vary across grades.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Objective<\/jats:title>\n                    <jats:p>This study examined the mediating roles of academic emotions and tested grade differences.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Method<\/jats:title>\n                    <jats:p>A cluster sample of 739 middle school students (grades 7\u20139) from urban and rural schools completed three validated scales assessing psychological resilience, learning burnout, and academic emotions (positive\/negative\u202f\u00d7\u202fhigh\/low arousal). Structural equation modeling with bias-corrected bootstrapping was used to test mediation and grade differences.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>Resilience significantly predicted learning burnout. Only low-arousal academic emotions (both positive and negative) served as significant partial mediators, whereas high-arousal emotions did not. Notably, positive low-arousal emotions (e.g., calmness, contentment) mediated the resilience\u2013burnout relationship exclusively in grade 9, with no such effect in grades 7 or 8. Negative low-arousal emotions (e.g., boredom) mediated consistently across all grades.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Conclusion<\/jats:title>\n                    <jats:p>Resilience reduces burnout through low-arousal emotions. Negative low-arousal emotions are a consistent mediator throughout middle school, but positive low-arousal emotions emerge as protective only in grade 9, highlighting the need for grade-specific interventions.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.3389\/fpsyg.2026.1891219","type":"journal-article","created":{"date-parts":[[2026,8,7]],"date-time":"2026-08-07T05:28:07Z","timestamp":1786080487000},"update-policy":"https:\/\/doi.org\/10.3389\/crossmark-policy","source":"Crossref","is-referenced-by-count":0,"title":["Only low-arousal emotions matter: grade-dependent mediation of academic emotions between psychological resilience and learning burnout in middle school"],"prefix":"10.3389","volume":"17","author":[{"given":"Jian-jun","family":"Zhong","sequence":"first","affiliation":[{"name":"School of Vocational Education, Tianjin University of Technology and Education","place":["Tianjin, China"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Yanli","family":"He","sequence":"additional","affiliation":[{"name":"Psychological Counseling Center, Lanzhou Resources and Environment Voc-Tech University","place":["Lanzhou, Gansu, China"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Kuan","family":"Li","sequence":"additional","affiliation":[{"name":"School of Humanities, Inner Mongolia Polytechnic University","place":["Hohhot, Inner Mongolia Autonomous Region, China"]}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"1965","published-online":{"date-parts":[[2026,8,7]]},"reference":[{"key":"ref1","doi-asserted-by":"publisher","first-page":"1515","DOI":"10.3390\/math11061515","article-title":"Validity evidence for the internal structure of the Maslach burnout inventory-student survey: a comparison between classical CFA model and the ESEM and the bifactor models","author":"Aguayo-Estremera","year":"2023","journal-title":"Mathematics"},{"key":"ref2","doi-asserted-by":"publisher","first-page":"689","DOI":"10.1016\/j.jadohealth.2021.03.035","article-title":"Concepts of resilience in adolescent mental Health Research","volume":"69","author":"Anderson","year":"2021","journal-title":"J. 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