Abstract
The present study explored the relationship between elementary school students’ mindfulness and academic 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.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
