Volume 25, Issue 2
DOI: 10.53555/03276716.2016.03
To Study the Impact of Mindfulness Practices on Academic Burnout and Self-Regulated Learning Among Post Graduate Students Mentored by B.Ed. Students
Abstract
This mixed-methods study examines mindfulness practices' impact on academic burnout and self-regulated learning among 300 postgraduate students mentored by B.Ed. trainees in Noida city. Survey data (n=278) tested four hypotheses through SEM path analysis. Mindfulness significantly reduced burnout (?=-.59, p<.001) and enhanced self-regulation (?=.62), explaining 48% variance. Mentored students showed 2.4x better outcomes vs non-mentored peers. B.Ed. mentoring amplified effects by 31%. Qualitative themes identified attention regulation as primary mechanism.
Keywords
mindfulness practices, academic burnout, self-regulated learning, B.Ed. mentoring, postgraduate students