The influence mechanism of academic involution behavior among Chinese college students: a moderated mediation analysis based on the JD-R model

Introduction Against the backdrop of increasingly intense employment competition, Chinese university students are experiencing growing pressure to enhance their competitiveness. This study examined the relationship between perceived employability and academic involution behavior, focusing on the mediating role of upward social comparison and the moderating role of academic anxiety within the framework of the Job Demands–Resources (JD–R) model. Methods A cross-sectional survey was conducted among 498 Chinese undergraduates using standardized questionnaires assessing perceived employability, upward social comparison, academic anxiety, and academic involution behavior. Structural equation modeling and bootstrapping procedures were employed to test a moderated mediation model. Results Perceived employability was positively associated with academic involution behavior, and this relationship was partially mediated by upward social comparison. The indirect effect accounted for approximately 11% of the total effect. Academic anxiety significantly moderated the path from perceived employability to upward social comparison, such that the mediating effect was stronger under higher levels of academic anxiety. Discussion The findings extend the JD–R model to academic settings by demonstrating how perceived employability may promote competitive academic behaviors through social comparison processes. The moderating role of academic anxiety highlights the conditional nature of this mechanism. These results provide theoretical insight into student motivational dynamics and offer practical implications for reducing maladaptive academic competition in higher education contexts.