Academic burnout in higher education: a multimodal study of resting-state EEG microstate correlates beyond trait anxiety, depressive symptoms, and self-efficacy in Chinese undergraduates.

BACKGROUND

Academic burnout is a mental-health-relevant outcome of higher-education stress, but its relationship with spontaneous brain dynamics remains unclear. EEG microstates are quasi-stable scalp-potential configurations indexing millisecond-level transitions between large-scale resting brain states. This study tested whether resting-state EEG microstate dynamics are associated with academic burnout beyond trait anxiety, depressive symptoms, and general self-efficacy as perceived coping capacity.

METHODS

Participants were 330 Chinese undergraduates (94 men, 236 women; mean age = 18.31 years, SD = 0.84). They completed self-report measures and an eyes-closed resting-state EEG recording. Academic burnout total score was the primary outcome. Covariate-adjusted partial correlations examined burnout-microstate associations. Hierarchical regression tested the incremental value of selected microstate markers.

RESULTS

Higher academic burnout was associated with higher trait anxiety (r = 0.539, p < 0.001), higher depressive symptoms (r = 0.526, p < 0.001), and lower general self-efficacy (r = -0.474, p < 0.001). After adjustment for age, sex, trait anxiety, depressive symptoms, and general self-efficacy, greater burnout was associated with shorter microstate D duration (partial r = -0.196, q = 0.0049), higher microstate C occurrence (partial r = 0.172, q = 0.0081), shorter mean microstate duration, and higher mean occurrence. The psychological block explained substantial variance in burnout (R² = 0.417); adding microstate D duration and microstate C occurrence produced a small but significant improvement in model fit (ΔR² = 0.025, p = 0.001). In a scale-midpoint sensitivity analysis, the higher-burnout group showed shorter class D duration after covariate adjustment (adjusted B = -3.38 ms, 95% CI [-6.12, -0.64], p = 0.016). Dimension-specific analyses indicated that microstate associations were mainly evident for dejection and low sense of accomplishment, not the behavioral (improper-behavior) component.

CONCLUSION

Academic burnout in undergraduates was primarily linked to internalizing distress and lower perceived coping capacity. Resting-state EEG microstate dynamics, especially shorter class D duration, provided modest incremental information, suggesting reduced temporal persistence of a canonical resting-state configuration among students with higher burnout. These findings do not establish a diagnostic EEG marker or a burnout-specific neural mechanism, but support multimodal, context-sensitive research on academic stress and mental health in higher education.