The Mediating Role of Perceived Stress and Student Engagement for Student Teachers’ Intention to Drop Out of University in Germany: An Analysis Using the Study Demands–Resources Model Under Pandemic and Post-Pandemic Conditions

Edgar Hahn; Dina Kuhlee; Julia Zimmermann; Juan Serrano-Sánchez

doi:10.3390/educsci15060719

journal article Open Access Jun 08, 2025

The Mediating Role of Perceived Stress and Student Engagement for Student Teachers’ Intention to Drop Out of University in Germany: An Analysis Using the Study Demands–Resources Model Under Pandemic and Post-Pandemic Conditions

Edgar Hahn Dina Kuhlee Julia Zimmermann

Juan Serrano-Sánchez

Education Sciences Vol. 15 No. 6 pp. 719 · MDPI AG

View at Publisher Save 10.3390/educsci15060719

Abstract

This article examines the interplay between study demands, institutional resources, and individual resources, specifically resilience, with the perceived stress, study engagement, and dropout intentions of student teachers using the Study Demands–Resources model. The aim is to describe the relevance of these variables in relation to student teachers’ intention to drop out of their studies as an indicator of student success. Further, we aim to explore whether the correlation structures can also be confirmed under different conditions, particularly in the context of the COVID-19 pandemic. To answer these questions, data collected under pandemic study conditions (NLA1 = 510) and post-pandemic study conditions (NLA2 = 433) are used and analysed by SEM. The results show that the Study Demands–Resources model is applicable in the two different contexts based on its validation in both study contexts. In line with the model, in both contexts, perceived stress and student engagement were significantly related to student teachers’ dropout intentions. Furthermore, study demands and resilience influenced perceived stress, which in turn affected dropout intentions, whereas institutional resources were associated with dropout intentions via student engagement. This article contextualises the findings within the existing research landscape. Based on the results, theoretical implications are discussed and approaches to reduce perceived stress in a sustainable manner to support student teachers and their academic success are described.

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Details

Published: Jun 08, 2025
Vol/Issue: 15(6)
Pages: 719
License: View

Authors

E

Edgar Hahn

Chair for Business Education, Faculty of Humanities, Otto-von-Guericke-Universität Magdeburg, 39106 Magdeburg, Germany

D

Dina Kuhlee

Chair for Business Education, Faculty of Humanities, Otto-von-Guericke-Universität Magdeburg, 39106 Magdeburg, Germany

J

Julia Zimmermann

Department of Educational Psychology, Faculty of Psychology, FernUniversität in Hagen, 58097 Hagen, Germany

J

Juan Serrano-Sánchez

Department of Educational Psychology, Faculty of Psychology, FernUniversität in Hagen, 58097 Hagen, Germany

Funding

Otto-von-Guericke University Magdeburg

Cite This Article

Edgar Hahn, Dina Kuhlee, Julia Zimmermann, et al. (2025). The Mediating Role of Perceived Stress and Student Engagement for Student Teachers’ Intention to Drop Out of University in Germany: An Analysis Using the Study Demands–Resources Model Under Pandemic and Post-Pandemic Conditions. Education Sciences, 15(6), 719. https://doi.org/10.3390/educsci15060719

The Mediating Role of Perceived Stress and Student Engagement for Student Teachers’ Intention to Drop Out of University in Germany: An Analysis Using the Study Demands–Resources Model Under Pandemic and Post-Pandemic Conditions

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