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Burnout and Attention Failure in STEM: The Role of Self-Control and the Buffer of Mindfulness

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  • Mahima Saxena

    (Industrial-Organizational Psychology, Department of Psychology, University of Nebraska Omaha, 6001 Dodge St. ASH 347, Omaha, NE 68182, USA)

Abstract

Drawing on self-regulatory strength models of self-control, this research examined the relationship between burnout and attentional processes for STEM (science, technology, engineering, and mathematics) students. Using data from participants in STEM, burnout was found to be associated with higher levels of off-task thinking, also known as mind-wandering. Further, self-control acted as a mediator in the relationship between burnout and mind-wandering such that higher levels of burnout predicted poor self-control that subsequently increased the mind’s tendency to wander. Additionally, mindfulness buffered the relationship between burnout and mind-wandering such that burnout had the most detrimental impact on attention for those students who were low in mindfulness. Using the Johnson-Neyman approach, results reveal the upper limits for the moderating impact of mindfulness. Results and implications for science and practice are discussed with a special grounding for students in the STEM context.

Suggested Citation

  • Mahima Saxena, 2024. "Burnout and Attention Failure in STEM: The Role of Self-Control and the Buffer of Mindfulness," IJERPH, MDPI, vol. 21(8), pages 1-17, July.
    • Handle: RePEc:gam:jijerp:v:21:y:2024:i:8:p:1000-:d:1445947
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    References listed on IDEAS

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    4. Gloria Guidetti & Sara Viotti & Rosa Badagliacca & Lara Colombo & Daniela Converso, 2019. "Can mindfulness mitigate the energy-depleting process and increase job resources to prevent burnout? A study on the mindfulness trait in the school context," PLOS ONE, Public Library of Science, vol. 14(4), pages 1-17, April.
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