From Academic Disillusionment to Generalized Anxiety: A Cognitive-Behavioral Perspective

Abstract

Belief in school meritocracy (BSM)—the belief that students' academic success is primarily determined by their effort and ability—may provide pupils with a sense of control and psychological stability. However, such a sense can be undermined if what students experience does not match their meritocratic expectations, which could contribute to poorer psychological outcomes. The study investigated the association between BSM and generalized anxiety among Chinese high school students and specifically examined if loneliness and depression mediated this association. A cross-sectional correlational study was conducted with 324 students from 2 secondary schools in Chongqing, China, who completed questionnaires on BSM, loneliness, depression and generalized anxiety. Analyzes were: Pearson correlations, linear regression and bootstrap tests of mediation. Students with higher BSM levels reported lower loneliness, depression, and generalized anxiety. BSM was a significant negative predictor of depression and anxiety after adjusting for gender and only-child status. Mediation analysis revealed that the relationship between BSM and generalized anxiety was fully mediated by loneliness and depression. Three significant indirect pathways were identified: BSM via loneliness to anxiety, BSM via depression to anxiety, and a sequential pathway from BSM to loneliness to depression to anxiety. It implies that school meritocratic beliefs may be linked to students' psychological well-being through both social and emotional pathways. Specifically, loneliness and depression may be important mediators between students' beliefs about academic success and their anxiety. Findings demonstrate the significance of social support and disconnecting academic achievement from students' sense of self-worth.