From metacognition to academic burnout in university students: The mediating role of mindfulness

• Main Author: Ahmet Sapancı (Author)
• Format: Book
• Published: Journal of Pedagogical Research, 2023-09-01T00:00:00Z.
• Subjects: article
• Online Access: Connect to this object online.
• Notes: 2602-3717; 10.33902/JPR.202313708
• Keywords: dysfunctional metacognitions; mindfulness; academic burnout; structural equation modeling; Education; L; Education (General); L7-991
• Source: Journal of Pedagogical Research, Vol 7, Iss 4, Pp 356-368 (2023)

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.