The Role of Mindful Self-Care in the Relationship between Emotional Intelligence and Burnout in University Students

Abstract

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.

Keywords:

• Academic burnout
• emotional intelligence
• mindful self-care
• university students
• well-being

Funding

The author(s) reported there is no funding associated with the work featured in this article.

Additional information

Notes on contributors

Natasha M. Loi

Natasha M. Loi, PhD, is a Senior Lecturer in the School of Psychology at the University of New England, Australia. Her research interests are principally in the areas of applied organisational and health psychology, with a focus on workplace incivility/bullying, health outcomes, and the examination of mechanisms to promote wellbeing in general.

Nyree Pryce

Nyree Pryce graduated with an Honours degree in Psychology at the University of New England, Australia. This research is based on her thesis.