Mediating role of dispositional mindfulness between metacognitive awareness and academic burnout
Description
This dataset underpins a research study examining the interplay of relationships between academic burnout, metacognitive awareness and dispositional mindfulness in University students and explores the mediating role of dispositional mindfulness in the relationship between metacognitive awareness and academic burnout. Four distinct hypotheses that address significant research concerns about the relationship between metacognitive awareness, dispositional mindfulness and academic burnout were proposed.The hypotheses 1-3 were related to finding out if there is any significant relationship between academic burnout, dispositional mindfulness and metacognitive awareness among University students in India. A negative association was predicted between metacognitive awareness and academic burnout as well as between dispositional mindfulness and academic burnout, whereas, a positive relationship was predicted between metacognitive awareness and dispositional mindfulness. Hypotheses 4 was proposed to examine the mediating effect of dispositional mindfulness in the relationship between metacognitive awareness and academic burnout. The data for this study was collected online via REDCap surveys as well as through offline mode by having willing students fill the survey at conveniently accessible University campuses. The survey included questions acquired from 3 scales particularly, Mindful Attention Awareness Scale, Metacognitive Awareness Inventory and Burnout Assessment Tool - Student Version (Short) and it also included an informed consent form to be filled by the participants in order to obtain their voluntary consent for participation in the study. Adequate instructions to fill out the questionnaire were provided. In addition to collecting responses for the inventories, some additional demographic information like age, gender, educational level, acquirement of any mindfulness based training and so forth were also obtained. Only responses with informed consent, all complete questionnaires and those fulfilling the inclusion criteria were considered for analysis (N=389). The data has been coded for ease of analysis and for confidentiality purposes. A negative association was found between Metacognitive Awareness and Academic Burnout as well as between Dispositional Mindfulness and Academic Burnout. Whereas, a positive association was found between Metacognitive Awareness and Dispositional Mindfulness. The results also showed that Dispositional Mindfulness partially mediates the relationship between Metacognitive Awareness and Academic Burnout. The findings of this data advocate for creation of integrated "Metacognitive mindfulness programs" to cater to students with varying support needs by providing alternative pathways to reduce burnout and develop psychological resources, promoting both student well-being and academic achievement.