Exploring the Mediating Role of Mindfulness in Factors Affecting Burnout: A Cross-Cultural Study among Counselors in Chinese Universities

Abstract

Burnout among university counselors is a growing concern, particularly in high-stress environments like Chinese universities, where cultural and professional nuances heavily influence job performance. This study addresses the gap in understanding how mindfulness mediates the relationship between specific job stressors—Job Appraisal, Job Required, and Teachers’ Professionalism—and burnout among counselors in Zhejiang Province. Utilizing a cross-sectional survey of 401 counselors and employing validated tools such as the Effort-Reward Imbalance (ERI) Scale, Job Demand-Control-Support (JDCS) model, Social Cognitive Career Theory (SCCT), and the Five Facet Mindfulness Questionnaire (FFMQ), the study employs Structural Equation Modeling (SEM) to reveal that mindfulness significantly buffers the impact of these stressors on burnout. Specifically, mindfulness accounted for 24.20% of the effect of Job Appraisal, 19.34% of Job Required, and 18.00% of Teachers’ Professionalism on burnout. The findings underscore the importance of culturally adapted mindfulness interventions in educational settings to mitigate burnout and enhance counselor well-being.