Abstract

Academic burnout can have serious consequences for university students. Students are prone to higher levels of stress and depression, poorer academic performance, and attrition from university. It is therefore important to investigate factors associated with these deleterious outcomes in order to assist educators develop effective programs to proactively address student well-being. The purpose of this study was to explore the associations between emotional intelligence (EI), student well-being, mindful self-care (MSC), and academic burnout. A further aim was to investigate the mediating role of MSC in the EI-burnout relationship. A sample of 216 university students (167 females; 78%) 18 years and older (M = 35.57, SD = 11.59) completed a battery of questionnaires associated with life satisfaction, EI, MSC, and academic burnout. Results found that EI was positively associated with well-being and MSC and negatively associated with each dimension of academic burnout. A series of multiple regression mediation analyses found that MSC mediated the relationship between EI and the exhaustion and efficacy dimensions of academic burnout. However, MSC did not mediate the relationship between EI and cynicism. The findings of this study suggest that MSC may be an important factor for improving student well-being and protecting against academic burnout.

摘要

学业倦怠会对大学生造成严重后果。学生容易承受更高水平的压力和抑郁，学习成绩更差，以及大学自然减员。因此，重要的是调查与这些有害结果相关的因素，以帮助教育工作者制定有效的计划来主动解决学生的福祉问题。本研究的目的是探索情商 (EI)、学生幸福感、正念自我保健 (MSC) 和学业倦怠之间的关联。另一个目的是研究 MSC 在 EI-倦怠关系中的中介作用。 18岁及以上的 216 名大学生（167 名女性；78%）样本（ M  =  35.57，SD  = 11.59）完成了一系列与生活满意度、EI、MSC 和学业倦怠相关的问卷。结果发现，EI与幸福感和MSC呈正相关，与学业倦怠的各个维度呈负相关。一系列多元回归中介分析发现，MSC 介导了 EI 与学业倦怠的疲惫和效能维度之间的关系。然而，MSC 并没有调解 EI 和愤世嫉俗之间的关系。这项研究的结果表明，MSC 可能是改善学生幸福感和防止学业倦怠的重要因素。