Academic burnout in higher education: a multimodal study of resting-state EEG microstate correlates beyond trait anxiety, depressive symptoms, and self-efficacy in Chinese undergraduates.

When the full exploratory set of 14 temporal parameters was considered, the strongest group contrasts remained nominally significant but did not reach q < 0.05 after FDR correction (minimum q = 0.074); therefore, the group-based results are interpreted as supportive rather than definitive. 3.8 Summary of the main findings In summary, academic burnout in this higher-education sample was strongly related to established psychological vulnerability and resilience factors, particularly trait anxiety, depressive symptoms, and general self-efficacy.

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