From metacognition to academic burnout in university students: The mediating role of mindfulness
Küçük Resim Yok
Tarih
2023
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Duzce University, Faculty of Education
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
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. © 2023, Duzce University, Faculty of Education. All rights reserved.
Açıklama
Anahtar Kelimeler
Academic burnout, Dysfunctional metacognitions, Mindfulness, Structural equation modeling
Kaynak
Journal of Pedagogical Research
WoS Q Değeri
Scopus Q Değeri
N/A
Cilt
7
Sayı
4
