Literaturnachweis - Detailanzeige
| Autor/in | Sapanci, Ahmet |
|---|---|
| Titel | From Metacognition to Academic Burnout in University Students: The Mediating Role of Mindfulness |
| Quelle | In: Journal of Pedagogical Research, 7 (2023) 4, S.356-368 (13 Seiten)
PDF als Volltext kostenfreie Datei |
| Zusatzinformation | ORCID (Sapanci, Ahmet) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| Schlagwörter | Metacognition; Burnout; College Students; Well Being; Intervention; Resilience (Psychology); Academic Achievement; Maslach Burnout Inventory |
| 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. (As Provided). |
| Anmerkungen | Journal of Pedagogical Research. Duzce University, Faculty of Education, Konuralp Campus, 81620, Duzce, Turkey. e-mail: ijopr.editor@gmail.com; Web site: https://www.ijopr.com/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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