Mindfulness and academic burnout among chinese elementary school students: The mediating role of perceived teacher support*

被引：1
|
作者：
Wen, Xue [1 ,2 ]
Zhang, Qian [3 ]
Wang, Shoushi [2 ]
Liu, Xiaoyan [2 ]
Xu, Wei [2 ]
机构：
[1] Nanjing Normal Univ, Sch Psychol, Nanjing 210097, Jiangsu, Peoples R China
[2] Beijing Normal Univ, Fac Psychol, Natl Demonstrat Ctr Expt Psychol Educ, Beijing Key Lab Appl Expt Psychol, Beijing, Peoples R China
[3] Univ Leeds, Leeds LS2 9JT, England
来源：
TEACHING AND TEACHER EDUCATION | 2023年 / 123卷
关键词：
Elementary school students; Academic burnout; Mindfulness; Perceived teacher support; Longitudinal approach; Daily diary; CLASSROOM; STRESS; FACETS;
D O I：
10.1016/j.tate.2022.103991
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
The present study explored the relationship between elementary school students' mindfulness and ac-ademic burnout from dynamic and longitudinal perspectives, as well as the mediating role of perceived teacher support. A total of 193 elementary school students in grades 3-6 were recruited. The results of the follow-up survey showed that one dimension of perceived teacher support, i.e. learning support, mediated the relationships between mindfulness and academic burnout. The results of the daily diary showed that perceived teacher support mediated the dynamic relationship between the observing dimension of state mindfulness and academic burnout.(c) 2022 Elsevier Ltd. All rights reserved.
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页数：12
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