The Association Between Mindfulness and Learning Burnout Among University Students
The Mediating Role of Regulatory Emotional Self-Efficacy
Bibliographic Data
| ID | 6005604 |
|---|---|
| Authors | Zhimei Cai (0009-0005-8068-4194), Faridah Mydin Kutty (0000-0002-6424-232X), Muhammad Syawal Amran (0000-0001-6308-8757) |
| Year | 2025 |
| Volume | 14 |
| Issue | 3 |
| Pages | 859-872 |
| Publication date | 2025-05-29 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | European Journal of Educational Research (JOURNAL) |
| Journal identifiers | ISSN: 1474-9041 • E-ISSN: 2165-8714 |
| Publisher | Eurasian Society of Educational Research (PUBLISHER • NL) |
| DOI | 10.12973/eu-jer.14.3.859 |
| OpenAlex | W4410859400 |
| Language | EN |
| References cited | 37 |
Mindfulness, recognized as a protective factor against learning burnout in higher education, has garnered considerable attention, yet its underlying mechanisms remain underexplored. This study examined the relationship between mindfulness, regulatory emotional self-efficacy, and learning burnout. Data from 461 Chinese university students were collected using a correlational design and cluster sampling method, employing the Five Facet Mindfulness Questionnaire, University Student Learning Burnout Scale, and Regulatory Emotional Self-Efficacy Scale. Hypotheses were tested using partial least squares structural equation modeling. Results showed that Participants exhibited above-average mindfulness (M=3.090), learning burnout (M=3.278), and regulatory emotional self-efficacy (M=3.417). Results revealed that mindfulness is directly and negatively related to learning burnout (β=-0.679, t = 28.657, p < .001). Regulatory emotional self-efficacy (β = -0.357, t = 8.592, p < .001) was significantly and negatively related to learning burnout. Mindfulness was significantly and positively related to regulatory emotional self-efficacy (β = 0.638, t = 24.306, p < .001), and regulatory emotional self-efficacy (R2: from .461 to .537) partially mediated the relationship between mindfulness and learning burnout. Besides, the Importance-Performance Matrix Analysis revealed that managing negative emotions significantly contributes to learning burnout but performs poorly, whereas non-reacting demonstrates both the lowest contribution and performance. Findings suggest that mindfulness indirectly alleviates learning burnout through regulatory emotional self-efficacy, providing evidence-based insights for targeted mindfulness interventions in higher education
Academic achievement · Association (psychology · Burnout · Developmental psychology · Emotional exhaustion · Emotional Regulation · Higher education · Mindfulness · Psychotherapist · Self-efficacy · Applied Psychology · Clinical Psychology · COVID-19 and Mental Health · Education and Learning Interventions · Mindfulness and Compassion Interventions · Psychology · Social Psychology
Role of Affective Self-Regulatory Efficacy in Diverse Spheres of Psychosocial Functioning
Self-efficacy
Assessing regulatory emotional self-efficacy in three countries.
The Five Facet Mindfulness Questionnaire
Evaluating Structural Equation Models with Unobservable Variables and Measurement Error
Common Method Bias in PLS-SEM
Students are at risk? Elucidating the impact of health risks of Covid-19 on emotional exhaustion and academic performance
Alleviating learning burnout of Chinese middle school students by school‐based mindfulness training
Social Cognitive Theory
The mediating role of mindfulness on stress and counseling self-efficacy
| Citation velocity | historical |
|---|---|
| Highly cited | No |