Dispositional mindfulness, negative posttraumatic beliefs, and academic burnout among adolescents following the 2016 Yancheng Tornado

Xu, Wei; An, Yuanyuan; Xu, Ding; Zhuang, Yulu; Goh, Pei Hwa

doi:10.1016/j.paid.2017.05.029

Cited by 21 publications

(19 citation statements)

References 41 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In Lin et al’s (2013) research, 828 primary and secondary school students reported academic burnout, especially impairment in learning self-efficiency, 30 months after the 2008 Wenchuan earthquake. Similarly, Xu and his colleagues (2017) found that many students reported varying degrees of academic burnout within the area of the Yancheng tornado. Adolescents experiencing major life events are prone to have academic burnout (Dyrbye et al, 2006; Ying et al, 2016), thus academic burnout can also be found among traumatized students (Xu et al, 2017).…”

Section: Introductionmentioning

confidence: 87%

“…Similarly, Xu and his colleagues (2017) found that many students reported varying degrees of academic burnout within the area of the Yancheng tornado. Adolescents experiencing major life events are prone to have academic burnout (Dyrbye et al, 2006; Ying et al, 2016), thus academic burnout can also be found among traumatized students (Xu et al, 2017). However, the experience of disasters does not affect everyone in the same way (Birkeland, Hansen, Blix, Solberg, & Heir, 2017).…”

Section: Introductionmentioning

confidence: 87%

“…As with PTSD symptoms, considerable attention has been paid to adolescents’ academic burnout following trauma (Xu et al, 2017; Ying, Wang, Lin, & Chen, 2016). Academic burnout can be characterized by emotional exhaustion in study demands, possession of detached attitudes toward academic tasks and displays of reduced efficiency or academic competence (Maslach, Schaufeli, & Leiter, 2001).…”

Section: Introductionmentioning

confidence: 99%

“…Xu et al (2017), the only study concerning the association between dispositional mindfulness and academic burnout, found that dispositional mindfulness can negatively predict academic burnout in a sample of 247 Chinese adolescents. Similar results were found in several other types of burnout.…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Dispositional mindfulness mediates the relationships of parental attachment to posttraumatic stress disorder and academic burnout in adolescents following the Yancheng tornado

Yuan

Liu

et al. 2018

European Journal of Psychotraumatology

Self Cite

View full text Add to dashboard Cite

Background: Previous studies have shown that parental attachment is associated with low severity of posttraumatic stress disorder (PTSD) and low academic burnout in individuals who have experienced traumatic events. Objective: The present study investigated the ways in which parental attachment is related to PTSD symptoms and academic burnout in Chinese traumatized adolescents by considering the role of dispositional mindfulness. Method: A total of 443 Chinese adolescents who had experienced a severe tornado one year prior to this study completed measures of parental attachment, dispositional mindfulness, PTSD and academic burnout. Results: The results showed that our model fitted the data well [χ2/df = 2.968, CFI = 0.971, TLI = 0.955, RMSEA (90% CI) = 0.067 (0.052–0.082)] and revealed that dispositional mindfulness partially mediates the relationship between parental attachment, PTSD severity and academic burnout. Conclusions: The findings suggested that dispositional mindfulness and parental attachment may be two critical resources in dealing with traumatization and academic burnout.

show abstract

Section: Introductionmentioning

confidence: 87%

Section: Introductionmentioning

confidence: 87%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Dispositional mindfulness mediates the relationships of parental attachment to posttraumatic stress disorder and academic burnout in adolescents following the Yancheng tornado

Yuan

Liu

et al. 2018

European Journal of Psychotraumatology

Self Cite

View full text Add to dashboard Cite

show abstract

“…Here, academic burnout refers to a syndrome marked by emotional exhaustion, cynicism, and academic inefficacy resulting from the continued failure to successfully cope with academic stress (Schaufeli, Martinez, Pinto, Salanova, & Bakker, 2002). Studies have recently suggested that students who have experienced major life events are inclined to have more academic burnout (Dyrbye et al, 2006; Ying et al, 2016), and thus academic burnout can also be found in students who have had traumatic experiences (Xu et al, 2017). That is, adolescents not only show PTSD, but they also report academic burnout following traumatic events, and some researchers have suggested that PTSD and burnout may be coexistent in people in higher stressful environments (Mealer, Burnham, Goode, Rothbaum, & Moss, 2009).…”

Section: Introductionmentioning

confidence: 99%

Posttraumatic stress disorder symptom severity and control beliefs as the predictors of academic burnout amongst adolescents following the Wenchuan Earthquake

Zhou

2017

European Journal of Psychotraumatology

View full text Add to dashboard Cite

Background: Previous studies indicate that posttraumatic stress disorder (PTSD) and control beliefs can affect burnout and their unique role in this situation has been examined, but fewer studies have examined their combined role in adolescent’s academic burnout following traumatic events. Objective: This study examined the combined effect of PTSD symptom severity and control beliefs on academic burnout among adolescents, and assessed the moderating role of primary and secondary control beliefs in the relation between PTSD symptom severity and academic burnout. Methods: Seven hundred and forty-five adolescents were investigated using self-report questionnaires, and a series of regression equations examined the impact of PTSD severity and control beliefs on academic burnout. Results: PTSD symptom severity is associated positively with academic burnout, while primary and secondary control beliefs have a negative relation with academic burnout. In addition, primary control beliefs buffer the positive effects of PTSD symptom severity on academic burnout. We found that the positive relation between PTSD symptom severity and academic burnout in the low primary control beliefs group is more intense than that found in the high primary control beliefs group. Conclusions: PTSD symptom severity is a risk factor, whereas primary and secondary control beliefs are protective factors in academic burnout. In addition, PTSD symptom severity and primary control beliefs have a combined effect on academic burnout in adolescents following natural disasters.

show abstract

Alleviating learning burnout of Chinese middle school students by school‐based mindfulness training: The mediating role of psychological resilience

Liu,

Lei,

Zheng

et al. 2023

Psychology in the Schools

View full text Add to dashboard Cite

This study aimed to explore the effectiveness of school‐based mindfulness training on learning burnout of Chinese middle school students and the mediating role of psychological resilience between dispositional mindfulness and learning burnout. A cluster randomized controlled trial was conducted with repeated measurement analysis, in which 62 Chinese middle school students in the experimental group received a 10‐week school‐based mindfulness training. In comparison, 63 students in the control group were randomized to receive no intervention. Learning burnout, dispositional mindfulness, and psychological resilience were measured by Adolescent Student Burnout Inventory, Five Facet Mindfulness Questionnaire, and Resilience Scale for Chinese Adolescents, respectively. The results showed: (1) Compared with the experimental group's pre‐test scores and the control group's pretest and posttest scores, the posttest scores of learning burnout in the experimental group significantly decreased. In contrast, the posttest scores of dispositional mindfulness and psychological resilience in the experimental group significantly increased. Meanwhile, the control group gained no significant changes between the pre‐and posttest in learning burnout, dispositional mindfulness, and psychological resilience. (2) Dispositional mindfulness was positively related to psychological resilience, while dispositional mindfulness and psychological resilience were negatively associated with learning burnout. (3) The direct effect of dispositional mindfulness on learning burnout and the mediating effect of psychological resilience between dispositional mindfulness and learning burnout were significant. This study suggested that school‐based mindfulness training distinctly improves dispositional mindfulness and psychological resilience and alleviates learning burnout in Chinese middle school students. Furthermore, psychological resilience plays a mediating role between dispositional mindfulness and learning burnout.

show abstract

Dispositional mindfulness, negative posttraumatic beliefs, and academic burnout among adolescents following the 2016 Yancheng Tornado

Cited by 21 publications

References 41 publications

Dispositional mindfulness mediates the relationships of parental attachment to posttraumatic stress disorder and academic burnout in adolescents following the Yancheng tornado

Dispositional mindfulness mediates the relationships of parental attachment to posttraumatic stress disorder and academic burnout in adolescents following the Yancheng tornado

Posttraumatic stress disorder symptom severity and control beliefs as the predictors of academic burnout amongst adolescents following the Wenchuan Earthquake

Alleviating learning burnout of Chinese middle school students by school‐based mindfulness training: The mediating role of psychological resilience

Contact Info

Product

Resources

About