Modeling the Path from Academic Pressure to Internet Gaming Disorder in Accounting Students: A SEM Analysis of Burnout and Self-Esteem

Abstract

Internet Gaming Disorder (IGD) has emerged as a pressing concern among college students, with academic pressure increasingly recognized as a critical contributing factor. However, the psychological mechanisms underlying this relationship remain insufficiently understood. This study investigates the impact of academic pressure on IGD among Chinese university students majoring in accounting, focusing on the mediating role of student burnout and the moderating role of self-esteem. A sample of 510 accounting students completed standardized assessments, including the Maslach Burnout Inventory-Student Survey (MBI-SS), Perceived Learning Stress Scale (PLSS), Rosenberg Self-Esteem Scale (SES), and the Nine-Item Internet Gaming Disorder Scale (IGDS9-SF). Results indicated that academic pressure was positively associated with IGD, and this relationship was significantly mediated by student burnout. Moreover, self-esteem served as a negative moderator, attenuating the effect of academic pressure on burnout. These findings support a moderated mediation model and highlight that high academic demands indirectly promote IGD by intensifying student burnout, while self-esteem acts as a protective psychological resource. This study contributes to the understanding of IGD’s etiology in the context of academic stress and provides a theoretical basis for developing targeted interventions to support students in high-pressure academic disciplines.