With the ongoing push to improve the quality of talent in all professions, academic pressure on undergraduates is gradually increasing, leading to students feeling increasingly frustrated by academic stressors. As it becomes more widespread, the resulting issue of academic frustration is attracting public attention.
The current study explored the relationship between undergraduate anti-frustration ability (AFA) on their academic frustration (AF), focusing specifically on the roles played by core competence (CC) and coping style (CS) in this relationship.
Our sample comprised 1,500 undergraduate students from universities in China. Data collection made use of the Ability to Anti-Frustration Ability Questionnaire, the Academic Frustration Questionnaire, the Core Competence Questionnaire, and the Simple Coping Style Questionnaire.
The results showed that: (1) AFA negatively predicted the AF of undergraduates, with CC mediating this relationship and (2) CS had a moderating effect on the relationship between CC and AF. We concluded that students who employ positive CS may be more successful in alleviating their AF to a larger extent, with the mediation of CC.
The results revealed the mechanism of AFA on AF, which will help schools consider and guide students’ skills and abilities, both academically and personally.