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Hui Ling Chen,1 Hui Yuan Wang,1 Sheng Feng Lai,2 Zeng Jie Ye1 1School of Nursing, Guangzhou University of Chinese Medicine, Guangzhou, People’s Republic of China; 2School of Nursing, Guangzhou Medical University, Guangzhou, People’s Republic of ChinaCorrespondence: Zeng Jie Ye, School of Nursing, Guangzhou University of Chinese Medicine, Out Ring Road No. 262, Panyu District, Guangzhou, 510006, People’s Republic of China, Tel +86 15914411786, Email zengjieye@qq.comBackground: Psychological distress is reported to be associated with academic burnout in students while the mediation and moderation effect of resilience and personality are less explored.Purpose: The current study was designed to estimate the mediating effect of resilience and the moderation effect of personality between psychological distress and academic burnout.Participants and methods: A total of 613 students were enrolled from two medical universities between December 2020 and January 2021. They were administered with Academic Burnout Scale, 10-item Kessler Psychological Distress Scale (K10), Connor-Davidson Resilience Scale (CD-RISC-10) and NEO Five-Factor Inventory (NEO-FFI). Latent profile analysis and moderated mediation analysis were performed.Results: Three personalities were identified and named as resilient (13.4%), over-controlled (50.2%) and under-controlled (36.4%). Resilience significantly mediated the relationship between psychological distress and academic burnout while personality significantly moderated the relationship between psychological distress and resilience.Conclusion: Resilience and personality may be two important mediators between psychological distress and academic burnout. More attentions should be paid to students with under-controlled personality and resilience-enhancing interventions could be developed to prevent or alleviate academic burnout in future research.Keywords: psychological distress, academic burnout, resilience, personality, mediation, moderation |
