Research on the Impact of Academic Stress on Learning Satisfaction among Mechanical Engineering Majors in China
Abstract
With the rapid development of higher education in China and the continuous optimization of talent cultivation models, the issue of academic stress faced by university students has become increasingly prominent. As a representative of traditional engineering disciplines, the mechanical engineering major is characterized by high course density, strong practicality, and significant employment pressure, making it a high-incidence area for academic stress. At the same time, learning satisfaction, as an important indicator for measuring students’ sense of educational fulfillment and developmental potential, is influenced by various factors. Starting from the structural manifestations of academic stress, this paper systematically explores its impact pathways on learning satisfaction, analyzes the negative effects of stressors such as course load, practical tasks, examination systems, and interpersonal support at cognitive, emotional, and behavioral levels, and proposes intervention strategies including optimizing teaching design, strengthening support systems, and enhancing professional identity. The research finds that academic stress significantly affects students’ satisfaction levels through mechanisms such as weakening self-efficacy, altering emotional experiences, and reducing goal identification. This suggests that universities need to adopt systematic measures to achieve the dual enhancement of educational quality and student well-being.
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