The Association Between Mindfulness and Learning Burnout Among University Students: The Mediating Role of Regulatory Emotional Self-Efficacy

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.

Study at a glance

Abstract

Mindfulness, recognized as a protective factor against learning burnout in higher education, has garnered considerable attention, yet its underlying mechanisms remain underexplored. This study examined the relationship between mindfulness, regulatory emotional self-efficacy, and learning burnout. Data from 461 Chinese university students were collected using a correlational design and cluster sampling method, employing the Five Facet Mindfulness Questionnaire, University Student Learning Burnout Scale, and Regulatory Emotional Self-Efficacy Scale. Hypotheses were tested using partial least squares structural equation modeling. Results showed that Participants exhibited above-average mindfulness (M=3.090), learning burnout (M=3.278), and regulatory emotional self-efficacy (M=3.417). Results revealed that mindfulness is directly and negatively related to learning burnout (β=-0.679, t = 28.657, p < .001). Regulatory emotional self-efficacy (β = -0.357, t = 8.592, p < .001) was significantly and negatively related to learning burnout. Mindfulness was significantly and positively related to regulatory emotional self-efficacy (β = 0.638, t = 24.306, p < .001), and regulatory emotional self-efficacy (R2: from .461 to .537) partially mediated the relationship between mindfulness and learning burnout. Besides, the Importance-Performance Matrix Analysis revealed that managing negative emotions significantly contributes to learning burnout but performs poorly, whereas non-reacting demonstrates both the lowest contribution and performance. Findings suggest that mindfulness indirectly alleviates learning burnout through regulatory emotional self-efficacy, providing evidence-based insights for targeted mindfulness interventions in higher education.