# The Relationship Between Mindfulness and Learning Burnout Among High School Students: The Chain-Mediating Role of Future Time Perspective and Academic Positive Emotions

## TL;DR

This study shows that mindfulness can reduce learning burnout in high school students by improving their future outlook and positive emotions about school.

## Contribution

The study introduces a chain-mediating model where mindfulness reduces learning burnout through future time perspective and academic positive emotions.

## Key findings

- Mindfulness is inversely related to learning burnout in high school students.
- Future time perspective and academic positive emotions mediate the relationship between mindfulness and learning burnout.
- The sequential mediation of future time perspective and academic positive emotions significantly reduces learning burnout.

## Abstract

Grounded in the self-regulated learning model, this research examined the effects of mindfulness on learning burnout among high school students. A survey was administered to 1311 high school students utilizing the following instruments: the Short Form of the Five Facet Mindfulness Questionnaire, the Future Time Perspective Scale, the Academic Positive Emotions Questionnaire, and the Learning Burnout Scale for Middle School Students. The outcomes implied that (1) mindfulness exhibited an inverse association with learning burnout in high school students, (2) indirect effects consistent with the independent mediating roles of future time perspective and academic positive emotions on learning burnout, and (3) exerted an indirect effect on learning burnout via the sequential mediation of future time perspective and subsequent academic positive emotions. Mindfulness can alleviate learning burnout and promote the physical and mental health of high school students by enhancing future time perspective and academic positive emotions.