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How Do Elementary Students' Interpersonal Relationships Predict Lower Academic Burnout? Moderated Mediation Models of
Guangzhao Dai1, Yvchang Hua2, Xiaoyan Liu3
1Tarim University, Xinjiang, China.
Summary
Positive relationships with teachers and peers protect students from academic burnout by boosting self-esteem. Mindfulness further enhances these protective effects, supporting student well-being.
Area of Science:
- Educational Psychology
- Developmental Psychology
Background:
- Academic burnout negatively impacts student well-being and development.
- Positive interpersonal relationships can mitigate academic burnout.
Purpose of the Study:
- Examine longitudinal links between student relationships (teacher-student, peer) and academic burnout.
- Investigate the mediating role of self-esteem.
- Explore the moderating role of mindfulness.
Main Methods:
- Two-wave longitudinal correlational design.
- 184 elementary students (Grades 3-6) in China.
- Measures: teacher-student relationships, peer relationships, self-esteem, mindfulness, and academic burnout.
Main Results:
- Self-esteem significantly mediated the relationship between teacher-student/peer relationships and academic burnout.
- Mindfulness moderated the initial paths in the mediation models.
- Supportive relationships are crucial for reducing academic burnout.
Conclusions:
- Fostering positive teacher-student and peer relationships enhances self-esteem and buffers academic burnout.
- Mindfulness interventions may strengthen the benefits of positive relationships for student well-being.
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