The Stress–Motivation–Well-Being Nexus among Chinese Undergraduates: Neuroscience from the Stress Perception and Emotion Regulation Pathway (SPERP) Framework

This study investigates the interrelationships among stress perception, academic motivation, and mental well-being in Chinese university students, guided by the Stress Perception and Emotion Regulation Pathway (SAERP). Using a sample of 325 participants from diverse higher education institutions, the study validates a neurocognitive model in which positively appraised academic stress—viewed as manageable or growth-enhancing—promotes both academic motivation and psychological well-being. Confirmatory factor analysis confirmed the reliability and validity of the measurement instruments. Structural equation modeling revealed significant positive effects from stress perception to academic motivation (β = 0.301, p