The Relationship Between Mindfulness and Learning Burnout Among High School Students: The Chain-Mediating Role of Future Time Perspective and Academic Positive Emotions

Abstract

Grounded in the self-regulated learning model, this research examined the effects of mindfulness on learning burnout among high school students. A survey was administered to 1311 high school students utilizing the following instruments: the Short Form of the Five Facet Mindfulness Questionnaire, the Future Time Perspective Scale, the Academic Positive Emotions Questionnaire, and the Learning Burnout Scale for Middle School Students. The outcomes implied that (1) mindfulness exhibited an inverse association with learning burnout in high school students, (2) indirect effects consistent with the independent mediating roles of future time perspective and academic positive emotions on learning burnout, and (3) exerted an indirect effect on learning burnout via the sequential mediation of future time perspective and subsequent academic positive emotions. Mindfulness can alleviate learning burnout and promote the physical and mental health of high school students by enhancing future time perspective and academic positive emotions.