From metacognition to academic burnout in university students: The mediating role of mindfulness
Ahmet Sapanci
Journal of Pedagogical Research September 23, 2023 DOI: 10.33902/jpr.202313708 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Observational study using structural equation modeling Peer reviewed |
|---|---|
| Population | University students |
| Topics | Meditation |
| Citations | 4 |
| Key findings | Dysfunctional metacognitions predicted higher academic burnout, and mindfulness partially mediated this relationship, showing a significant indirect effect. The authors argue that mindfulness mitigates the adverse impact of dysfunctional metacognitions on academic burnout and advocate mindfulness-based interventions in educational settings. |
Abstract
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.
Comparable studies
Other observational and cohort studies on meditation, most cited first.
| Study | Year | Design | Participants |
|---|---|---|---|
| Using Self-Report Assessment Methods to Explore Facets of Mindfulness Undergraduate students | 2006 | Observational cohort | |
| Effectiveness of a meditation-based stress reduction program in the treatment of anxiety disorders Patients with generalized anxiety disorder or panic disorder with or without agoraphobia | 1992 | Observational cohort | n = 22 |
| Meditation experience is associated with increased cortical thickness Participants with extensive Insight meditation experience and matched controls | 2005 | Observational cohort | n = 20 |
| Meditation experience is associated with differences in default mode network activity and connectivity Experienced meditators and matched meditation-naive controls | 2011 | Observational cohort | |
| Long-term meditators self-induce high-amplitude gamma synchrony during mental practice Long-term Buddhist practitioners and controls | 2004 | Observational cohort |
Citations in the library
Cites 6
- The benefits of being present: Mindfulness and its role in psychological well-being. Journal of Personality and Social Psychology 2003
- Effects of Mindfulness-Based Stress Reduction Intervention on Psychological Well-being and Quality of Life: Is Increased Mindfulness Indeed the Mechanism? Annals of Behavioral Medicine June 1, 2008
- Biological Pathways Linking Mindfulness with Health INDIGO June 30, 2018
- Dispositional Mindfulness and Psychological Health: a Systematic Review Mindfulness July 1, 2017
- Mechanisms of Mindfulness Training: Monitor and Acceptance Theory (MAT) Clinical Psychology Review November 5, 2016
and 1 more in the library