Sapancı, A.2024-08-232024-08-2320232602-3717https://doi.org/10.33902/JPR.202313708https://hdl.handle.net/20.500.12684/14646This 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.en10.33902/JPR.202313708info:eu-repo/semantics/openAccessAcademic burnoutDysfunctional metacognitionsMindfulnessStructural equation modelingArticle743563682-s2.0-85174682857N/A