Relationship between academic demands and dropout intention among Chinese university students: emotional suppression and boredom as serial mediators

Key Points

• Dropout intention increases with higher academic demands, suggesting a clear link between stressors and retention.
• Emotional suppression mediates the effect of academic demands on dropout intention, impacting student well-being.
• Boredom serves as a secondary mediator, further influencing the dropout intention of students under pressure.
• Findings support the need for interventions addressing emotional responses to prevent dropout among university students.