The effectiveness of mindfulness training on academic burnout and interpersonal sensitivity in students
Keywords:
Mindfulness training, academic burnout, interpersonal sensitivity, studentsAbstract
The aim of the present study was to investigate the effectiveness of mindfulness training on academic burnout and interpersonal sensitivity in students. This study was a quasi-experimental study with a pre-test, post-test, and two-month follow-up design with a control group. The research population included all master's students of Islamic Azad University, Shiraz Branch (entry 1403), of whom 72 were selected conveniently and randomly assigned to two experimental and control groups (36 people each). The experimental group underwent mindfulness training for 8 90-minute sessions. The data collection tools included the Academic Burnout Questionnaire (Bresu et al., 1997) and the Interpersonal Sensitivity Questionnaire (Boyce and Parker, 1989). The data were analyzed using the analysis of covariance (ANCOVA) test. The results of the analysis of covariance showed that mindfulness training had a significant effect on reducing total academic burnout (F=57.90, p<0.001, η²=0.659), fatigue components (F=25.92, p<0.001), and ineffectiveness (F=16.74, p<0.001), but there was no significant reduction in the apathy component (p=0.065). Also, mindfulness training led to a significant reduction in the total score of interpersonal sensitivity (F=35.45, p<0.001, η²=0.542) and the components of interpersonal awareness, shyness, and fragile self-esteem, while the components of need for approval and separation anxiety did not show a significant difference. Mindfulness training can be used as an effective intervention to reduce academic burnout and improve students' social-emotional regulation, especially in reducing the components of fatigue, ineffectiveness, and shyness.
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