The Association Between Mindfulness and Learning Burnout Among University Students: The Mediating Role of Regulatory Emotional Self-Efficacy
European Journal of Educational Research May 29, 2025 Z. Y. Cai, Faridah Mydin, Muhammad Amran 1 citation
Among 461 Chinese university students, mindfulness was directly and negatively related to learning burnout, and regulatory emotional self-efficacy partially mediated this relationship. Higher mindfulness was associated with higher regulatory emotional self-efficacy, which in turn was associated with lower learning burnout. The study also found that managing negative emotions contributed importantly to learning burnout but was performed poorly by students, while non-reacting had the lowest contribution and performance. The authors suggest that mindfulness may alleviate learning burnout partly through enhancing regulatory emotional self-efficacy, offering a basis for targeted mindfulness interventions in higher education.