The Dual Role of Stress in Learning: Exploring the Interplay Between Motivation, Stress Perception, and Mental Well‐Being Among Chinese Middle School Students

ABSTRACT This study examines the intricate relationships between learning motivation, stress perception, and mental well‐being among 302 Chinese middle school students, shedding light on the dual role of stress—where it can function either as a challenge that enhances motivation and resilience or as a threat that undermines mental health. Grounded in Self‐Determination Theory (SDT) and Cognitive Appraisal Theory (CAT), partial least squares–structural equation modeling (PLS‐SEM) reveals that higher learning motivation correlates with heightened stress perception, yet this stress does not inherently harm mental well‐being when appraised as a challenge. Additionally, learning motivation exerts a positive influence on mental well‐being, both directly and indirectly through stress perception. The findings emphasize fostering intrinsic motivation and adaptive stress management. This study advances theoretical integration in high‐pressure educational contexts and offers actionable strategies for educators and policymakers.