The Relationship Between Mindfulness And Academic Burnout In Elementary School Students: The Mediating Role Of Teacher Support

Primary education is an important part of nine-year compulsory education in China.Because of the reform of the education system and the deepening of the learning materials,the academic stress of primary school students continues to increase,and more and more primary school students have negative learning psychology of academic burnout,leading to their declines in the quality of learning.Mindfulness is a positive mental health quality and a predictive factor for the level of academic burnout of primary school students in daily life.However,the current research on the mechanism of the relationship between academic burnout and mindfulness is relatively scarce.In the academic environment at school,teacher support is an important predictor of primary school students' academic burnout levels.Therefore,the present research explored the relationship between primary school students' mindfulness and academic burnout from dynamic and vertical perspectives,as well as the mediating role of teacher support.The study consisted of two parts.The subjects in the study were all students from grades 3 to 6 in a primary school in Changzhou,Jiangsu.Study 1 used the longitudinal method to explore the vertical relationship between students' trait mindfulness and their academic burnout three months later,as well as the mediating role of the teacher-student relationship.The results showed that:(1)Teacher support was negatively correlated with academic burnout three months later,mindfulness was not correlated with academic burnout;(2)There were no significant differences in the levels of students' mindfulness and teacher support in gender,grade and age levels.The post-test academic burnout level was significantly different in students' age,but not in gender and grade;(3)Except for the relationship between the acceptance dimension of mindfulness and the exhaustion dimension of academic burnout,the learning support dimension of teacher support mediated the relationships between mindfulness and its monitoring and acceptance dimensions,and the academic burnout and its exhaustion,pessimism,and incompetence dimensions after three months.The second study used the daily diary method to explore the dynamic relationships between students' state mindfulness and its observe and non-judgement dimensions,and academic burnout and its academic alienation,physical and mental exhaustion and low sense of accomplishment dimensions in daily life,as well as the mediating role of teacher support.The results showed that:(1)Teacher support was negatively correlated with academic burnout three months later,but mindfulness was not correlated with academic burnout;(2)Teacher support mediated the dynamic relationships between the observe dimension of state mindfulness and academic burnout as well as the physical and mental exhaustion dimension.The results showed that teacher support was an important mediating variable in the relationship between mindfulness and academic burnout,no matter from a vertical or dynamic perspective.Subsequent research needs to expand the sample source and sample size to make the research conclusions more representative.