The Effect of Mindfulness Training on Core Self-Evaluation and Academic Burnout

Abstract

Objective: This research aimed to examine the internal mechanism of core self-evaluation between mindfulness and academic burnout, and the effect of mindfulness interventions on reducing academic burnout.

Methods: The study involved the assessment of 764 high school students using the Five Facet Mindfulness Questionnaire (FFMQ), Core Self-Evaluation Scale (CSES), and Academic Burnout Scale (ABS) to examine the relation between mindfulness, core self-evaluation, and academic burnout. Following this, a randomized controlled experimental design can be employed to evaluate the impact of interventions and conduct subsequent surveys.

Results: Mindfulness, core self-evaluation, and academic burnout were significantly correlated. Mindfulness negatively predicted academic burnout, with core self-evaluation playing a partial mediation effect, accounting for 15.79% of the total effect. On these three variables, no significant diverse was showed between the mindfulness-based stress reduction (MBSR) experimental group and the control group at pre-test, but significant differences were found between the two groups at post-test, and between pre-test and post-test within the experimental group. Two months after the mindfulness intervention, the difference in the three variables within the experimental and control groups was significant.

Conclusion: Mindfulness directly affects academic burnout and also impacts it through core self-evaluation as a mediator; mindfulness interventions might be efficacious in reducing the level of academic burnout in high school students and are stable over time. This benefits academic development and psychological health among high school students, as well as can be promoted in schools.