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The Relationship Between Effort-Reward Imbalance and Academic Anxiety in Middle School Students: A Predictive Correlational Design.

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Title: The Relationship Between Effort-Reward Imbalance and Academic Anxiety in Middle School Students: A Predictive Correlational Design.
Authors: Tang, Wanyun (AUTHOR), Wang, Yong bo (AUTHOR)
Source: Journal of Genetic Psychology. Jul/Aug2026, Vol. 187 Issue 4, p280-295. 16p.
Subjects: Overpressure (Education), Sensory perception, Control (Psychology), Quantitative research, Middle school students, Structural equation modeling
Abstract: This study aims to explore the relationships between effort-reward imbalance, academic anxiety, sensory processing sensitivity, and control beliefs, and to investigate the mediating and moderating roles of sensory processing sensitivity and control beliefs in the association between effort-reward imbalance and academic anxiety. Employing a quantitative research approach and integrating the diathesis-stress model and effort-reward imbalance theoretical framework, an assessment was conducted on 1522 middle school students (52.04% girls) aged 11 to 18 years (12.82 ± 0.73 years) from regions of Western China, selected through convenience sampling. The study utilized the Effort-Reward Imbalance Scale, Academic Anxiety Scale, Sensory Processing Sensitivity Scale, and Control Beliefs Scale for comprehensive evaluation. Structural Equation Modeling (SEM) with Mplus 8.3 was employed to analyze the data. The study revealed a moderate positive correlation between effort-reward imbalance and academic anxiety, with sensory processing sensitivity acting as a mediator. Moreover, control beliefs demonstrated a moderating effect on this relationship's initial and direct paths. It is crucial to acknowledge the impact of effort-reward imbalance and to maintain a moderate level of control beliefs to enhance the psychological well-being of secondary school students. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Genetic Psychology is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: The Relationship Between Effort-Reward Imbalance and Academic Anxiety in Middle School Students: A Predictive Correlational Design.
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  Data: <searchLink fieldCode="AR" term="%22Tang%2C+Wanyun%22">Tang, Wanyun</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Wang%2C+Yong+bo%22">Wang, Yong bo</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Genetic+Psychology%22">Journal of Genetic Psychology</searchLink>. Jul/Aug2026, Vol. 187 Issue 4, p280-295. 16p.
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  Data: <searchLink fieldCode="DE" term="%22Overpressure+%28Education%29%22">Overpressure (Education)</searchLink><br /><searchLink fieldCode="DE" term="%22Sensory+perception%22">Sensory perception</searchLink><br /><searchLink fieldCode="DE" term="%22Control+%28Psychology%29%22">Control (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Quantitative+research%22">Quantitative research</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+school+students%22">Middle school students</searchLink><br /><searchLink fieldCode="DE" term="%22Structural+equation+modeling%22">Structural equation modeling</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This study aims to explore the relationships between effort-reward imbalance, academic anxiety, sensory processing sensitivity, and control beliefs, and to investigate the mediating and moderating roles of sensory processing sensitivity and control beliefs in the association between effort-reward imbalance and academic anxiety. Employing a quantitative research approach and integrating the diathesis-stress model and effort-reward imbalance theoretical framework, an assessment was conducted on 1522 middle school students (52.04% girls) aged 11 to 18 years (12.82 ± 0.73 years) from regions of Western China, selected through convenience sampling. The study utilized the Effort-Reward Imbalance Scale, Academic Anxiety Scale, Sensory Processing Sensitivity Scale, and Control Beliefs Scale for comprehensive evaluation. Structural Equation Modeling (SEM) with Mplus 8.3 was employed to analyze the data. The study revealed a moderate positive correlation between effort-reward imbalance and academic anxiety, with sensory processing sensitivity acting as a mediator. Moreover, control beliefs demonstrated a moderating effect on this relationship's initial and direct paths. It is crucial to acknowledge the impact of effort-reward imbalance and to maintain a moderate level of control beliefs to enhance the psychological well-being of secondary school students. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Data: <i>Copyright of Journal of Genetic Psychology is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – Type: doi
        Value: 10.1080/00221325.2025.2496771
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        Text: English
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        PageCount: 16
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      – SubjectFull: Overpressure (Education)
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      – SubjectFull: Sensory perception
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      – SubjectFull: Control (Psychology)
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      – SubjectFull: Quantitative research
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      – SubjectFull: Middle school students
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      – SubjectFull: Structural equation modeling
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              Text: Jul/Aug2026
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              Y: 2026
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