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Background In recent years, the phenomenon of academic involution atmosphere among college students has gradually attracted the focus of education and social circles. Thus, this study targets college students as the research object and constructs a hypothetical model to explore the relationship between academic involution atmosphere and college students’ stress response, as well as the mediating role of relative deprivation and academic involution. Methods A survey was conducted on 1090 college students using the Academic Involution Atmosphere Scale, Relative Deprivation Scale, Personal Academic Involution Scale, and Stress Response Scale. Results The results show that: (1) Academic involution atmosphere, relative deprivation, and academic involution are significantly and positively correlated with stress response; (2) Academic involution atmosphere not only directly predicts college students’ stress response, but also indirectly predicts them through relative deprivation and academic involution, respectively; (3) Relative deprivation and academic involution have a chain mediating effect between academic involution atmosphere and stress response. Conclusions The findings of this study reveal the influence of academic involution atmosphere on college students’ stress response and the mechanism, providing beneficial insights for reducing college students’ stress response and maintaining their psychological well-being.

To develop a scale for assessing the involution among Chinese college students, and to test its reliability and validity within the context of higher education. The scale was developed based on in-depth interviews and existing competition scales. dataset 1 (n = 220) was utilized for exploratory factor analysis, and dataset 2 (n = 500) was employed for confirmatory factor analysis (CFA), convergent validity and discriminant validity test, reliability test, criterion validity test, and difference analysis on demographics. The final scale comprises 26 items across six factors: excessive comparison (EC), futile effort (FE), hyper-competition (HC), negative moods (NM), academic opportunism (AO), and vicious competition (VC). The six factor model showed satisfactory model fit in CFA: χ 2 /df = 2.493, NFI = 0.940, CFI = 0.963, RMSEA = 0.055. Standardized factor loadings ranged from 0.593 to 0.902. Composite reliability (CR) values were greater than 0.7.and average variance extracted (AVE) values were predominantly higher than 0.45. Discriminant validity test found that six factor model showed the best model fit than less factors. Criterion validity test indicated that the six factors of academic involution were significantly correlated with academic anxiety. The reliability of each factor ranged from 0.763 to 0.838, split-half reliability was 0.760, demonstrating satisfactory reliability. There were significant differences in academic involution in terms of institutional tier and grade point average (GPA) ranking. This study initially identified the main characteristics of academic involution among college students. The developed scale has good reliability and validity and can be used as a measurement tool.

With the continuous development of society and the increasing intensity of competition, academic stress and mental internal friction among college students have become increasingly prominent. This study aimed to explore the relationships and underlying mechanisms among academic involution, mental internal friction, academic stress, and rumination in a sample of 626 Chinese undergraduate students. The results indicate that (1) academic involution positively predicts mental internal friction; (2) academic stress plays a full mediating role in the relationship between academic involution and mental internal friction; and (3) rumination moderates the pathway through which academic involution affects mental internal friction via academic stress. The research results further reveal the mechanism of the impact of academic involution on mental exhaustion among college students, providing practical inspiration for university educators to formulate effective intervention measures.

In an era of rapid social transformation and hyper-competition, students in higher education are confronted with tremendous academic pressure, which is exacerbating mental health challenges at an alarming rate. This study used 576 Chinese college students as samples to construct and verify a moderated mediation model. The purpose was to systematically explore the associations among academic delay of gratification, depressive symptoms, academic involution, and academic resilience. The results demonstrate that academic delay of gratification exhibits a significant positive correlation with academic involution. Academic delay of gratification is negatively directly correlated with depressive symptoms, although it also exhibits a significant positive indirect correlation with depressive symptoms through academic involution. The mediating role of academic involution manifests as a suppression effect. Academic resilience is an important moderating variable. Low academic resilience intensifies the association between academic delay of gratification and academic involution. High academic resilience weakens this association. These findings not only elucidate the specific mechanism underlying academic delay of gratification and depressive symptoms but also provide a practical foundation for educational practitioners to develop effective intervention strategies.

Academic involution in college students has a significant impact on their physical and mental health; however, its internal psychological mechanism remains unexplored. This study aimed to examine the relationship between upward social comparison and academic involution among college students and investigate the serial mediating role of self-esteem and perceived stress. A questionnaire survey, which included the Upward Social Comparison, Self-Esteem, Chinese Perceived Stress, and College Students’ Academic Involution Scales, was conducted with 730 college students via the random sampling method. The results revealed that all pairs of variables were significantly correlated. Furthermore, upward social comparison not only directly influenced college students’ academic involution, but also indirectly affected it through the separate mediating roles of self-esteem and perceived stress, as well as the serial mediating effect of both variables. This study enriches the theoretical mechanism of college students’ academic involution and offers empirical support for designing mental health education and intervention programs.

Background Academic involution—escalating but low-yield academic effort—has become a salient feature of Chinese higher education. Although initial studies suggest a positive association between involution and anxiety, the specific symptom-to-symptom associations remain unclear. Methods A cross-sectional survey was conducted among 1,403 undergraduates in Shandong Province, China (mean age = 19.3 years; 34.9% male). Academic involution was assessed with the 24-item Academic Involution Scale, and anxiety symptoms with the 20-item Zung Self-Rating Anxiety Scale. A regularized partial correlation network was estimated using Graphical Gaussian Models with EBIC-LASSO. Central and bridge nodes were identified via expected influence (EI) and bridge expected influence (BEI). Results Academic involution dimensions were positively correlated with anxiety ( r  = 0.35–0.63, p < 0.001). In the network, the most central anxiety symptoms were dizziness (EI = 1.20), panic (EI = 1.17), and faintness (EI = 1.12). Effort-reward (BEI = 0.38) and self-monitoring (BEI = 0.26) showed the highest bridge expected influence values in the network. Bootstrapping indicated narrow confidence intervals and stable centrality estimates (CS = 0.75). Conclusions These findings highlight that academic involution was conditionally associated with anxiety symptoms in specific cognitive–behavioral (effort–reward imbalance, self-monitoring) and physiological (somatic hyperarousal) patterns. Identifying central and bridge symptoms provides a hypothesis‑generating framework for generating more targeted hypotheses for future intervention research on both cognitive evaluations and bodily manifestations of stress.

Involution has emerged as a significant and compelling topic in the field of education. However, the absence of a suitable measurement tool for assessing college teachers’ publishing involutional behaviors has been a major challenge. This research aims to address this gap by developing and validating the Academic Publishing Involution Scale for College Teachers in China (APISCTC), which features items specifically designed to capture publishing involutional behaviors and offer a more comprehensive understanding of its components. The study involved a sample of 642 college teachers from a northern province in China, and the exploratory and confirmatory factor analyses resulted in the identification of three factors: Quantity-Oriented Publication Strategies, External Resource Quality Enhancement, and Collaboration Avoidance Orientation, all of which demonstrated strong psychometric properties. The significant correlations between APISCTC as well as its three factors and publishing pressure further supported the criterion-related validity of the APISCTC. Consequently, the APISCTC can serve as both an assessment tool for college teachers to evaluate their publishing involutional behaviors and a research instrument for exploring the relationships between involutional behaviors and publishing pressure.

This study aimed to investigate the impact of low self-esteem on social media addiction among medical students, as well as the underlying mechanisms involving academic involution and anxiety. A cross-sectional survey was conducted among 1055 medical students from two universities in China. Subjective data regarding self-esteem, academic involution, anxiety, and social media addiction were collected. Correlation analyses were performed, and a mediation model was constructed to examine the relationships. The results indicated that: (1) self-esteem, academic involution, anxiety, and social media addiction were significantly correlated with each other; (2) self-esteem significantly negatively predicted social media addiction; (3) in the relationship between self-esteem and social media addiction, anxiety and academic involution played both independent mediating roles and a sequential mediating role. Specifically, self-esteem not only directly influenced social media addiction but also exerted an indirect effect through the chain mediation of academic involution and anxiety. These findings provide new insights into the mechanisms underlying social media addiction among medical students and suggest potential targets for prevention and intervention.

In the social context of the “Educational Involution”, the educational expectations of parents have a potential influence on the development of children. High parental educational expectations create parental anxiety, which in turn results in a rise in parental involvement and eventually promotes the growth and progress of children. The current study administered an electronic questionnaire to 891 parents of young children in four provinces of China. The questionnaire included the Parental Educational Expectations Scale, the Educational Anxiety Scale, the Parental Involvement Scale, and the Child Development Scale. This study used SPSS 27.0 for statistical data analysis and the SPSS macro program PROCESS to explore the mediation role. We found that (1) educational anxiety plays a mediating role between parental educational expectations and child development; (2) parental involvement has a mediating effect between parental educational expectations and child development; and (3) educational anxiety and parental involvement play a chain mediating role between parental educational expectations and child development. In conclusion, parental educational expectations appear to contribute to child development, and this effect may be mediated individually and sequentially by educational anxiety and parental involvement.

An easily accessible introduction to over three centuries of innovations in geometry Praise for the First Edition \". . . a welcome alternative to compartmentalized treatments bound to the old thinking. This clearly written, well-illustrated book supplies sufficient background to be self-contained.\" —CHOICE This fully revised new edition offers the most comprehensive coverage of modern geometry currently available at an introductory level. The book strikes a welcome balance between academic rigor and accessibility, providing a complete and cohesive picture of the science with an unparalleled range of topics.  Illustrating modern mathematical topics, Introduction to Topology and Geometry, Second Edition discusses introductory topology, algebraic topology, knot theory, the geometry of surfaces, Riemann geometries, fundamental groups, and differential geometry, which opens the doors to a wealth of applications. With its logical, yet flexible, organization, the Second Edition: • Explores historical notes interspersed throughout the exposition to provide readers with a feel for how the mathematical disciplines and theorems came into being • Provides exercises ranging from routine to challenging, allowing readers at varying levels of study to master the concepts and methods • Bridges seemingly disparate topics by creating thoughtful and logical connections • Contains coverage on the elements of polytope theory, which acquaints readers with an exposition of modern theory Introduction to Topology and Geometry, Second Edition is an excellent introductory text for topology and geometry courses at the upper-undergraduate level. In addition, the book serves as an ideal reference for professionals interested in gaining a deeper understanding of the topic.