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Title: The Role of Mindful Self-Care in the Relationship between Emotional Intelligence and Burnout in University Students
Contributor(s): Loi, Natasha  (author)orcid ; Pryce, Nyree  (author)
Publication Date: 2022
Early Online Version: 2022-03-18
DOI: 10.1080/00223980.2022.2045887
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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.

Publication Type: Journal Article
Source of Publication: The Journal of Psychology, 156(4), p. 295-309
Publisher: Routledge
Place of Publication: United States of America
ISSN: 1940-1019
Fields of Research (FoR) 2020: 520304 Health psychology
529999 Other psychology not elsewhere classified
Socio-Economic Objective (SEO) 2020: 280121 Expanding knowledge in psychology
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
Appears in Collections:Journal Article
School of Psychology

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