From metacognition to academic burnout in university students: The mediating role of mindfulness
This study explores the mediating role of mindfulness in the relationship between metacognition and academic burnout, a prevalent issue in higher education affecting students' well-being and academic performance. Utilizing a structural equation modeling approach, the study examined the hypothes...
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| Format: | Book |
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Journal of Pedagogical Research,
2023-09-01T00:00:00Z.
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| Summary: | This study explores the mediating role of mindfulness in the relationship between metacognition and academic burnout, a prevalent issue in higher education affecting students' well-being and academic performance. Utilizing a structural equation modeling approach, the study examined the hypothesized pathways grounded on the Self-regulatory Executive Function (S-REF) model in a sample of university students. Results corroborated all hypothesized relationships, denoting a positive prediction of academic burnout through dysfunctional metacognitions, a decrease in which was observed with heightened mindfulness. The bootstrap analysis confirmed mindfulness's partial mediation between metacognition and academic burnout, establishing a significant indirect effect. The study highlights mindfulness's mitigating role against the adverse impacts of dysfunctional metacognitions on academic burnout, advocating for mindfulness-based interventions in educational settings to foster student resilience and well-being. Future research should further delve into this nuanced relationship to foster effective educational strategies. |
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| Item Description: | 2602-3717 10.33902/JPR.202313708 |