Mindfulness and Burn- out:

Investigating the Relationships between Mindfulness and Burnout and Exploring the
Gender Differences in Mindfulness and Burnout in university students.

Candidate Number: 261035

Word Count: 5901

Date of Submission: 24h of August 2023

Supervisor: PhG. Kate Canavagh

School of Psychology, University of Sussex

Candidate Number: 261035

Acknowledgments

I would like to thank PhG. Kate Canavagh for all her guidance, support, and kind words
throughout my project, and for allowing me to explore topics I am truly interested in. I would
also like to give thanks to the University of Sussex and the School of Psychology for organizing
and funding final-year projects. A special thanks must be made to my family, and to my friends,
as without their constant love and support, none of this would have ever been possible. And
finally, thanks to the amazing participants, to whom there would be no study.

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Abstracts

This study delves into the complex interplay of mindfulness, burnout, and gender
dynamics among university students. The research aims to explore the relationships between
these psychological constructs and uncover potential patterns within this specific demographic.
Utilizing validated measurement scales for mindfulness and burnout, data was collected from
N= 279 university students. The unexpected findings regarding gender differences challenged
traditional assumptions, revealing nuanced associations that prompt a deeper examination of
gender dynamics within the context of mindfulness and burnout. The study also established a
negative correlation between mindfulness and burnout, providing insights into potential
interventions to mitigate burnout's adverse effects on student well-being and academic
performance. While limitations such as sample composition and cross-sectional design exist,
the study's strengths, including robust measurement tools and a sizable sample, contribute to
its credibility. The results underscore the importance of considering gender dynamics and
mindfulness in understanding burnout within university settings. This research provides a
foundation for future investigations into longitudinal trends, intersectionality, and targeted
interventions to foster a more holistic understanding of the complex interplay among
mindfulness, burnout, and gender dynamics in the academic context.

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Introduction

University students face a myriad of challenges that can profoundly affect their mental
health and overall well-being, creating a multifaceted landscape of stressors that require careful
consideration. The journey through higher education is marked by a series of academic,
personal, and societal pressures that converge to shape the mental health experiences of these
young adults. Burnout, a state of emotional, physical, and mental weariness brought on by
protracted stress and overload, is one problem that university students frequently deal with.
The overwhelming tiredness, the sensation of cynicism and alienation from the job, and the
perception of inefficiency and lack of accomplishment are the three main components of this
response. This three-dimensional approach is significant because it explicitly situates each
person's experience of stress within a social context and takes into account that person's
conceptions of both themselves and others (Maslach et al., 2016). Therefore, burnout can wield
a profound impact that transcends the academic realm and infiltrates their physical well-being
and overall quality of life.

The impact of burnout on students' well-being and academic performance is evident in

various studies. Dyrbye and co-workers (2008) indicate that burnout rates are notably high
among university students, with academic workload and the pressure to excel being prominent
contributing factors. The academic demands of university life, coupled with the pursuit of high
grades and academic achievements, can lead to feelings of constant pressure and overwhelm.
Additionally, students often juggle multiple responsibilities, such as part-time jobs,
extracurricular activities, and family commitments, which can further exacerbate burnout.

Burnout has been linked to decreased motivation and engagement in academic activities,
hindering students' ability to focus and perform at their best. Moreover, the emotional
exhaustion experienced by burned-out students can lead to feelings of detachment and reduced
interest in their studies (Schaufeli et al., 2002). This emotional detachment, known as
depersonalization, may affect their relationships with peers and faculty, and impact the overall
university experience. According to research on adolescent students (Murberg and Bru, 2004)
and college students with burnout (Neumann et al., 1990), exhaustion and cynicism are
defining traits. Student burnout is regarded as a decline in student involvement (Fiorilli et al.,
2017), as well as a feeling of inadequacy as a learner and a propensity to adversely assess the
educational situation (poor personal accomplishment) (Schaufeli et al., 2002).

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Many studies have found a link between burnout and poor academic performance
(Brougham et al., 2009); however, this relationship is moderated by a number of variables,
including coping mechanisms, educational level (primary, secondary, or tertiary), or type of
educational achievement (GPA, grades, and exams) (Robotham, 2008; Madigan and Curran,
2021).

Furthermore, the consequences of burnout extend beyond the academic realm and can
significantly affect students' mental health. The chronic stress associated with burnout may
lead to the development of anxiety, depression, and other mental health issues (American
Psychiatric Association, 2013). Numerous research has demonstrated a link between
depression and burnout (Bianchi et al., 2013, 2014, 2015b; Bianchi and Laurent, 2015; Glass
and McKnight, 1996; Schaufeli and Enzmann, 1998). According to Ding et al. (2014), anxiety
symptoms were strongly correlated with emotional tiredness and cynicism. These
circumstances may exacerbate the difficulties that students already encounter, possibly
resulting in a reduction in general well-being and impeding their personal growth and
development at this crucial juncture in their lives.

One variable that has recently been focused on in the literature in terms of its importance
for burnout treatment is mindfulness. Mindfulness is a mental practice that involves paying
deliberate attention to the present moment without judgment. It draws on ancient contemplative
traditions such as Buddhism but has gained prominence in contemporary psychology and
wellness practices. The core idea is to cultivate an awareness of one's thoughts, emotions,
bodily sensations, and surroundings in a non-reactive and accepting manner. This practice is
often cultivated through meditation techniques, but it can also be integrated into daily activities.

According to Bishop et al. (2004), mindfulness is the act of bringing one's awareness to
the experience of the present moment with acceptance and purpose. This moment-by-moment
awareness is curious and kind and acknowledges each thought, feeling, and sensation with non-
judgment and non-reactivity (Kabat-Zinn, 2003). In general, dispositional mindfulness is
linked to several favorable mental health outcomes, including higher levels of self-esteem,
more positive affect, and greater life satisfaction (Rasmussen & Pigeon, 2011). The ability to
forecast stress, anxiety, and depressive symptoms has also been shown to be crucial (Hoge et
al., 2013; Pearson et al., 2014; Weinstein et al., 2009). Moreover, higher levels of mindfulness
have been implicated in better physical health, observably through healthier eating, greater
levels of physical activity, and relevance to the present study, better sleep (Jordan et al., 2014;
Murphy et al., 2012; Sala et al., 2020).

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Regular mindfulness meditation practices have been proven to improve state

mindfulness, according to research (Berghoff et al., 2017; Carmody & Baer, 2008; Brown &
Ryan, 2003). The practice of mindfulness has been linked favorably to increased psychological
and physical well-being (Baer et al., 2012; Carmody & Baer, 2008); greater life satisfaction
(Diener et al., 2003; Kong et al., 2014; Brown & Ryan, 2003), improved executive functioning
(Elkins-Brown et al., 2017; Teper & Inzlicht, 2012), increased self-control (Elkins-Brown et
al., 2017; Moore & Malinowski, 2009) and reduced stress (Galla et al., 2016; Jamieson &
Tuckey, 2017; Virgili, 2015). Mindfulness has also been positively correlated with increased
self-control (Elkins-Brown et al., 2017; Moore & Malinowski, 2009) and consequently more
successful goal pursuit (Brown et al., 2007), such as improved adherence to health goals
(Hamilton et al., 2013) and better outcomes in smoking cessation (Elwafi et al., 2013; Tang &
Posner, 2013). Alternatively, low mindfulness has been associated with lowered persistence
(Teasdale, Segal, & Williams, 1995), reduced cognitive focus (Chambers et al., 2009), and
increased rumination, i.e., repetitious, negative, self-critical thought patterns (Glomb et al.,
2011; Kong et al., 2014). Mindfulness reduces rumination and negative thought patterns by
producing a separation of the self from the experience and decreasing automatic responses;
consequently, individuals can better handle stressful experiences (Broderick, 2005). Empirical
evidence shows a clear correlation between mindfulness and reduced rumination amongst both
clinical and non-clinical populations (Glomb et al., 2011). Mindful states disrupt automatic
thought patterns as individuals shift from heuristic modes of processing information to more
systematic modes (Glomb et al., 2011; Chaiken, 1980). Notably, highly automatized cognitive
or emotional reactivity is correlated with the negative thought patterns prevalent in mental
disorders.

When it comes to addressing burnout in university students, various coping strategies

and interventions have been explored. For example, stress management workshops and
academic support services, such as tutoring and study skills workshops, have also been
implemented to provide students with the tools and resources to manage their academic
responsibilities effectively. In this study, we would consider the relationship between
Mindfulness and Burnout. Mindfulness-based programs, which promote present-moment
awareness and self-compassion, have shown promise in reducing burnout and enhancing
psychological well-being among students.

Mindfulness treatment has been proposed as a promising intervention for reducing

burnout symptoms, but its effectiveness in university settings is unclear. The development of

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evidence-based interventions to support the mental health and well-being of university students
depends on identifying the most efficient mindfulness interventions for various student
populations and researching the long-term effects of mindfulness interventions on burnout and
well-being. To guide future initiatives and help university students' mental health and well-
being, research is required to close these gaps.

Numerous studies have investigated the relationship between mindfulness treatment and
burnout, but there is limited research on the effectiveness of mindfulness interventions in
university settings. An intervention focused on mindfulness was found to reduce burnout and
stress in university personnel in a study by Van Dijk and colleagues (2019), while a study by
Zhang and colleagues (2018) found that mindfulness training decreased burnout symptoms
among medical students. The potential mechanisms explaining the association between
mindfulness and burnout have been identified by other investigations. For example, a study by
Hwang and colleagues (2015) found that mindfulness training improved emotional regulation
and decreased emotional exhaustion among nurses, while a study by Visted and colleagues
(2018) found that mindfulness training reduced perceived stress and increased cognitive
flexibility among university students.

Many studies have discovered a link between mindfulness and signs of burnout. Higher
degrees of mindfulness are frequently correlated with lower levels of depersonalization,
personal accomplishment, and emotional tiredness. It has been demonstrated that mindfulness
interventions, such as mindfulness-based stress reduction (MBSR) and mindfulness-based
cognitive therapy (MBCT), significantly reduce the symptoms of burnout in a variety of
populations, including teachers, students, and healthcare workers. Therefore, this wealth of
relevant research guides our certainty that mindfulness has a strong relationship with burnout.

However, there is limited research on the effectiveness of mindfulness interventions for

reducing burnout among university students specifically. A study by Shearer and colleagues
(2016) found that a mindfulness-based stress reduction intervention reduced stress and
improved well-being among university students, but the study did not specifically measure
burnout. Another study by Galante and colleagues (2018) found that a mindfulness-based
intervention reduced symptoms of anxiety and depression among university students, but
again, burnout was not specifically measured.

Gender differences in burnout and mindfulness have garnered increasing interest in

academic research due to potential variations in the experiences and coping mechanisms among

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men and women. This preliminary literature study aims to explore the existing literature on
how gender influences burnout levels and mindfulness practices.

Numerous studies have investigated the relationship between gender and burnout,
particularly in the workplace and educational settings. Gender influences burnout experiences
among university students. When considering burnout from the viewpoint of students, gender
is an important factor. According to research conducted with adolescent students, women
experience greater exhaustion than men do at all educational levels (Romano L. et al., 2022;
Salmela-Aro K. et al., 2009; Fiorilli C. et al., 2017). While female students are more likely to
feel worn out and inadequate than their male counterparts, no gender differences have been
found when taking cynicism into account (Salmela-Aro K. et al., 2017).

Studies have shown that male and female students may experience burnout differently,
with variations in coping mechanisms and stressors. Girls have more school burnout as puberty
sets in than boys do (Cristina Cabras et al., 2023; Schöne et al., 2015). In contrast, another
recent study highlighted that among a sample of Iranian university students, none of the
burnout aspects were substantially connected with gender (Shariatpanahi et al., 2022).
Furthermore, according to a few research (Chunming W.M. et al., 2017; Pacheco J.P. et al.,
2017), male students have the highest levels of burnout.

Research suggests that women may be more susceptible to burnout due to a combination
of societal expectations, multiple roles (e.g., work, family, and caregiving), and the experience
of systemic inequalities. In contrast, men may face different stressors related to traditional
gender norms and work-related pressures. Understanding these gender-specific factors is
crucial in developing targeted interventions to address burnout effectively.

This study delves into the intriguing topic of gender differences in burnout and
mindfulness among university students.

Numerous studies have explored how gender influences burnout levels in the university
setting. Research indicates that both male and female students experience burnout, but the
factors contributing to burnout may differ. Women, often facing societal expectations and
multiple roles, may encounter stressors related to academic pressures, personal life, and the
pursuit of professional goals. In contrast, men may face burnout due to the pressure to adhere
to traditional masculine norms, which discourage emotional expression and seeking help for
stress management.

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Together, these results seem to indicate that further research is necessary to determine if
and to what extent female students are more susceptible to academic burnout than male
students.

The research on gender variations in mindfulness is inconsistent and scant. Although no

difference was discovered in other research (Mettler, J. et al., 2017), it has been found that
gender affects the degree of mindfulness, with women typically having lower levels of
dispositional mindfulness than men (Marks, A.D. et al., 2010). Women, however, preferred
and benefited more from mindfulness treatments, according to a review of MBIs used in the
treatment of substance use disorder (Katz and Toner, 2013). Studies have shown that women
may engage in mindfulness practices more frequently than men, leveraging mindfulness as a
tool to navigate the complexities of university life (Rojiani et al., 2017). Additionally, some
other Studies also found that women scored higher than men on mindfulness measures (de
Bruin et al., 2011; Christopher et al., 2009). In contrast, one by Syeda Arifa Tasneem and co-
workers (2019) revealed no significant differences between the two genders (male and female)
in mindfulness.

Studies about gender differences in the experience of mindfulness also reveal intriguing
patterns within this intersection. While these differences are multifaceted and can't be
generalized universally, certain trends have emerged. Studies suggest that women tend to
engage in mindfulness practices more frequently, possibly due to their inclination toward stress
reduction techniques (Burke A, et al., 2017; Cramer H, et al., 2016). Women often exhibit
higher levels of emotional awareness and sensitivity, leading to a more intuitive and
emotionally attuned mindfulness experience. Moreover, according to Rojiani et al. (2017),
women may excel in aspects of mindfulness such as non-reactivity and non-judging, reflecting
a greater acceptance of their thoughts and emotions. On the other hand, men might report more
instances of mind-wandering during mindfulness, potentially reflecting differences in
attentional control. Cultural and societal influences play a role (Lee, et al., 2020); gender roles
and expectations can influence the way mindfulness is perceived and practised, impacting how
men and women describe their mindfulness encounters (Johnson, et al.,2019). While these
trends provide insights, they are not absolute, as the interplay between gender and mindfulness
is intricate and varies among individuals due to diverse sociocultural contexts and personal
factors.

These studies provide insight into the complex relationship between gender and
mindfulness, shedding light on factors such as gender role orientation, emotional regulation,

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relationship dynamics, and rumination. They highlight the importance of considering gender-
related factors when studying mindfulness experiences and outcomes.

In essence, the literature study delves into gender-specific aspects of burnout and
mindfulness, shedding light on their potential influence on academic performance and mental
well-being in university settings. This understanding serves as a compass for crafting
interventions that enhance the overall university experience by addressing burnout and
promoting mindfulness practices. The study's insights pave the way for tailored interventions
that target students' academic engagement and mental health throughout their university
journey. Furthermore, the exploration of gender differences in this context underscores the
need for nuanced approaches. This preliminary literature study underscores the significance of
tailored interventions to foster student well-being. Subsequent research can further refine these
interventions, contributing to a more balanced and supportive university environment that
effectively addresses burnout and nurtures the well-being of all students.

Based on the existing research, it was hypothesized that:

1. The more participants experience mindfulness, the less they will experience burnout.

2. Women will be more mindful than men

3. Women will have lower burnout experience than men

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Candidate Number: 261035

Methods

Participants

280 participants completed the present study and gave consent for their data to be
included in analyses. However, this study only used N= 279 because one of the participant’s
answers did not meet the requirement. The ages of participants ranged from 18 to 60 years (M
= 21.38; SD = 11.05); 230 (82.4%) participants identified as female, 35 (12.5%) identified as
male, 8 (2.9%) preferred to self-describe, and 6 (2.2%) elected not to report their gender. 192
participants in the sample indicated that their ethnicity was White British (68.8%); 12 people
(4.3%) were Black, Black British, Caribbean, or African; Asia or Asia British had 26 (9.3%);
7 and 3 participants chose Arab (2.5%) and White Irish (1.1%); 37 (13.3 %) elected “Other”
and 2 (0.7%) preferred not to say. In terms of occupation, participants were fully categorised
as student (100%).

Design and Procedure

The present study used a cross-sectional, correlational design. Participants were recruited
opportunistically through social media and invited to take part in a study about their mental
health. The recruitment message contained a web- link to the questionnaire, which was hosted
by Qualtrics, an online survey platform. The questionnaire took around 15 minutes for
participants to complete. To encourage participation, participants were given the option to
provide their contact details in a separate questionnaire, if they wished to be entered into a prize
draw with the chance to win one of four £25 prize vouchers.

Ethical Issues

The present study was granted ethical approval from the School of Psychology at the
University of Sussex (ER/RI69/2). To make sure informed consent was given, participants
were told before beginning the questionnaire, that they would be asked about their thoughts,
feelings, and experiences surrounding several topics including their sleep-related behaviours.

Participants were asked to provide consent for their data to be used upon completing the
study on the first and final pages of the questionnaire. It was made clear on the beginning pages
of the questionnaire that participants had the right to withdraw at any point in the study.
Furthermore, all questions within the study (apart from those regarding consent) were optional,
to ensure that participants could avoid disclosing information if they wished to. In addition, IP
address recording was switched off in Qualtrics, to preserve confidentiality and anonymity.
Upon entering the prize draw, participants were taken to a separate survey which ensured that

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any directly identifying information, such as names and email addresses, could not be linked
to the main questionnaire responses. Upon completion of the questionnaire, participants will
be thanked for their participation and directed to a debriefing page, where they will be provided
with further information about the study and relevant resources or support services available
to them.

Materials

All participants completed the questionnaire which included measures of the following
constructs:

Demographic Information

Participants will be asked to answer some demographic questions, including whether

they are a student or employee, age, ethnic origin, gender identity, the highest level of academic
qualification, employment status, and course enrollment at the university.

Mindfulness

The Five-Facet Mindfulness Questionnaire (FFMQ; Baer et al., 2008) was used to assess
dispositional mindfulness in the present study. The FFMQ includes 15 items (e.g., “I pay
attention to sensations, such as the wind in my hair or sun on my face.”) and participants were
asked to indicate how true each of the statements was for them on a 5-point Likert scale,
ranging from never or very rarely true (1) to very often or always true (5). The meticulous
scoring process, including reversing the reverse items, culminated in the computation of a mean
score for each participant, offering a quantitative representation of their overall mindfulness
levels.

The FFMQ demonstrated robust psychometric properties in the current study,

underlining its reliability and validity as a measure of mindfulness. With a commendable
internal consistency level of α = .76, the scale effectively captured the multifaceted nature of
mindfulness. These findings align with previous research that attests to the instrument's
excellence in psychometric performance. The FFMQ's construct validity has been consistently
upheld in prior studies, including evidence of its reliability with Cronbach alphas ranging from
0.73 to 0.91 across its subscales (Sung-Youl, 2015).

Moreover, the versatility and adaptability of the FFMQ were evident in its successful
validation across diverse cultural contexts, reflecting its robustness beyond its original
framework. Notably, its adaptation and validation among university students in Vietnam by

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Nguyen et al. (2022) exemplify the scale's ability to transcend cultural boundaries and resonate
with various populations.

In conclusion, the utilization of the Five-Facet Mindfulness Questionnaire in the current

study not only provided valuable insights into participants' levels of mindfulness but also
reaffirmed the instrument's solid psychometric foundation. Its consistent performance across
different settings and cultures underscores its universal applicability and underscores its pivotal
role in advancing our understanding of mindfulness among university students.

Burn- out

A common tool for evaluating burnout specifically among university students is the
Maslach Burnout Inventory - General Survey for Students. The components of burnout as
measured by this scale are emotional tiredness, cynicism, and intellectual efficacy. Numerous
research evaluating student burnout have used the scale, which has been found to have good
psychometric qualities (Schaufeli, Leiter, Maslach & Jackson, 1996). The MBI includes 16
statements of university-related feelings (eg: “I feel depressed by my studies”) and participants
were asked to indicate if they ever feel this way about their academic work. If participants have
never had this feeling, they would select the number "0-never" (zero) before the statement. If
participants have had this feeling, indicate how often they feel it by choosing the number (from
1- a few times a year or less to 6- Every day) that best describes how frequently they feel that
way. Score the subscales by calculating the mean, higher scores on Emotional Exhaustion and
Cynicism and lower scores on Academic Efficacy are indicative of higher levels of burnout.
The efficacy of the MBI-SS as a valid measure of student burnout is underscored by its strong
psychometric qualities. Its utilization in numerous research studies evaluating student burnout
attests to its reliability and relevance in this context. The scale has been found to exhibit a high
level of internal consistency, as demonstrated by its substantial reliability coefficient of α =
.76. This internal consistency extends to its three distinct subscales, with α = .91 for exhaustion,
α = .84 for cynicism, and α = .81 for academic efficacy on the entire sample.

Moreover, the MBI-SS holds a remarkable position in the assessment of academic

burnout, supported by its strong internal consistency and reliability (Maslach et al., 2017). Its
utility transcends linguistic and cultural boundaries, as it has been effectively adapted and
translated into various languages for application in diverse cultural contexts. The MBI-SS has
been adapted and translated into various languages for use in different cultural contexts, and
its psychometric properties have been studied in diverse student populations such as Italy (Igor

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et al., 2018). This adaptability has contributed to a broader understanding of student burnout
across different academic and social settings.

In conclusion, the Maslach Burnout Inventory - General Survey for Students stands as a
robust and reliable instrument for assessing academic burnout among university students. Its
comprehensive nature, underpinned by strong psychometric properties and adaptability to
diverse contexts, underscores its significance in capturing the intricate dynamics of burnout
within the student population.

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Results

Preliminary Analyses

Descriptive statistics for the core study variables relating to overall mindfulness and
burnout are summarised in Table 1.

Table 1. Descriptive Statistics for Mindfulness and Three Burnout Subscales

Descriptive Statistics

N Mean Std. Deviation

Mindfulness 279 2.96 0.49

Exhaustion Subscale 279 4.01 1.39

Cynicism Subscale 279 3.23 1.39

Academic Efficacy Subscale 279 3.20 1.08

Valid N (listwise) 279

Bivariate Correlations

H1: The more participants experience mindfulness, the less they will experience
burnout.

There will be a negative relationship between mindfulness and burnout facets of

exhaustion and cynicism and a positive relationship between mindfulness and Academic
Efficacy Subscale

Bivariate correlations between these variables are given in Table 2. It can be seen that
Mindfulness was significantly negatively correlated with Exhaustion Subscale (r= -.368) and
Cynicism Subscale (r= -.352) with all ps <.001). In contrast, Mindfulness was significantly
positively correlated with Academic Efficacy Subscale (r= .401, p <.001).

Table 2. Bivariate Correlations Between Overall Mindfulness and Three Burn out subscales

Variable 2 3 4

1. Overall Mindfulness -.368** -.352** .401**

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2. Exhaustion Subscale .580** -.182*

3. Cynicism Subscale -340**

4. Professional Efficacy Subscale

* p < .01, ** p < .001

Independent T-test

H2: Women will be more mindful than men

An independent t-test was performed to compare the levels of mindfulness between male
and female students.

There was a significant difference in the mindfulness experiences between male (M =

3.18, SD = 0.46) and female students (M = 2.94, SD = 0.49); t(263) = 2.707, p = .007. These
means suggest the opposite relationship between gender and mindfulness to the hypothesis,
which means men are more mindful than women.

H3: Women will have lower burnout experience than men

Another independent t-test was performed to compare the burnout levels between male
and female students. This is calculated on 3 subscales of MBI scales: Exhaustion Subscale,
Cynicism Subscale, Professional Efficacy Subscale.

- Exhaustion Subscale: There was a significant difference in Exhaustion Subscale

between male (M = 3.46, SD = 1.54) and female students (M = 4.06, SD = 1.36); t(263) = -
2.359, p = .019.

- Cynicism Subscale: There was not a significant difference in Cynicism Subscale

between male (M = 3.13, SD = 1.26) and female students (M = 3.22, SD = 1.38); t(263) = -
.389, p = .698.

- Professional Efficacy Subscale: There was not a significant difference in Cynicism

Subscale between male (M = 3.38, SD = 0.97) and female students (M = 3.19, SD = 1.09);
t(263) = .962, p = .337

This result is opposite to the predicted direction that women will have a lower burnout
experience than men. According to the means, men have lower burnout experience than
women.

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Discussion

The discussion of the presented findings revolves around the relationships between
mindfulness, burnout, and gender among university students. The study explored the
hypotheses that mindfulness would be negatively associated with burnout, particularly
exhaustion, and cynicism, and that there would be gender differences in both mindfulness and
burnout experiences.

Mindfulness and Burnout

The study on mindfulness and burnout among university students yields insightful
implications for the understanding of well-being in academia. Confirming the hypothesis, it
reveals that higher mindfulness is linked to lower burnout experiences, enriching the intricate
interplay between these psychological aspects. The negative associations between mindfulness
and burnout facets—exhaustion and cynicism—highlight mindfulness as a buffer against
academic stress. Reduced emotional exhaustion indicates mindfulness' potential in alleviating
stress's toll, while decreased cynicism signifies a more positive academic outlook.

The positive correlation between mindfulness and the Academic Efficacy Subscale
underscores how mindfulness nurtures confidence and academic competence. By enhancing
focus, emotional regulation, and self-efficacy, mindfulness empowers students to navigate
challenges more effectively, enhancing their academic engagement.

Comparing these results with other related studies provides a broader perspective on the
relationship between mindfulness and burnout, shedding light on the consistency or divergence
of findings across various contexts and populations. While each study's unique methodology
and participant characteristics contribute to nuanced differences, a comparative analysis can
help identify trends and patterns that contribute to a more comprehensive understanding.

Several previous studies have explored the connection between mindfulness and burnout,
often revealing findings that align with the outcomes of the present study. The negative
relationship observed between mindfulness and burnout facets, such as exhaustion and
cynicism, is consistent with numerous studies in different settings. For instance, research
conducted on healthcare professionals (Lim et al., 2016) and educators (Weare K., 2019) has
also reported negative associations between mindfulness and burnout components. This
consensus implies that the protective influence of mindfulness against emotional exhaustion
and cynicism extends beyond the university student context.

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Similarly, the positive relationship between mindfulness and the Academic Efficacy
Subscale resonates with previous research. Various studies have demonstrated that mindfulness
practices contribute to enhanced self-efficacy and academic performance. This aligns with the
idea that individuals who cultivate mindfulness may exhibit improved focus, emotional
regulation, and self-confidence in their academic pursuits. A study by Shapiro et al. (2011)
among college students found that mindfulness training led to improvements in attention,
emotional regulation, and cognitive skills, contributing to better academic outcomes.

However, it's essential to acknowledge potential discrepancies between studies due to

differences in methodology, sample size, cultural context, and the specific measurement
instruments used. While the consistent trends suggest a robust association between mindfulness
and burnout, variations in effect sizes or significance levels may stem from these contextual
factors.

Beyond academia, the findings resonate with broader contexts, showcasing mindfulness
as an antidote to burnout. By spotlighting mindfulness' protective role, the study advocates for
mindfulness-based interventions in universities to bolster both academic success and student
well-being. Ultimately, mindfulness emerges as a catalyst for resilience and well-being amid
the academic challenges students face. As universities embrace mindfulness to combat burnout,
its potential in fostering emotional well-being and academic efficacy becomes a promising
avenue for further exploration by researchers and educators alike.

In conclusion, the findings aligning negative associations between mindfulness and

burnout facets, as well as the positive relationship with academic efficacy, echo trends seen in
related research across various populations. This consistency strengthens the credibility of the
observed relationships, suggesting a universal aspect of how mindfulness can impact burnout
experiences and academic self-efficacy. Nevertheless, a comprehensive understanding requires
the recognition of individual study nuances and the interplay of various factors that can
influence these associations.

Gender Differences in Mindfulness and Burnout

The study's exploration of gender differences yielded intriguing results. Contrary to

expectations, men demonstrated higher mindfulness levels compared to women, challenging
conventional gender stereotypes. This unexpected finding underscores the need to move
beyond simplistic gender assumptions and explore the intricate interplay of gender dynamics
and mindfulness experiences. Additionally, gender disparities in burnout experiences were

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nuanced. While women reported higher emotional exhaustion, no significant gender

differences emerged in cynicism and professional efficacy subscales. This complexity
highlights gender's multifaceted influence on burnout, shaped by coping mechanisms, societal
pressures, and psychological dimensions. These findings prompt a revaluation of gender's role
in shaping psychological experiences, urging researchers to embrace intersectionality and
recognize the diverse factors at play.

Comparing the presented results with related studies provides valuable insights into the
gender dynamics of mindfulness and burnout, highlighting the complexity of these associations
across different populations and contexts. The findings, while providing an understanding of
the gender-related aspects of mindfulness and burnout among university students, also
emphasize the importance of considering diverse factors that contribute to these outcomes.

The study's outcomes, challenging the initial hypothesis that women would be more
mindful than men, present a contrast to some previous research. A meta-analysis by Demarzo
et al. (2019) indicated a small but statistically significant tendency for women to score slightly
higher on measures of mindfulness compared to men. However, the effect size was modest,
implying that gender alone does not substantially predict differences in mindfulness levels. The
findings of the present study underscore the need to avoid oversimplification of gender
differences, considering factors like cultural norms, individual variations, and the specific
demographic of university students.

The investigation into gender differences in burnout experiences echoes both congruent
and divergent outcomes in the literature. The observed significant difference in the exhaustion
subscale, with women reporting higher levels of emotional exhaustion, resonates with some
earlier research (e.g., Demerouti et al., 2001). This aligns with the notion that women may be
more prone to experiencing emotional exhaustion due to additional responsibilities and societal
pressures. However, the absence of significant gender differences in the cynicism and
professional efficacy subscales reflects the intricate interplay of gender, individual coping
mechanisms, and external stressors.

It's worth noting that gender dynamics are influenced by a multitude of contextual
factors, including cultural norms, social expectations, and personal experiences. These
variables can contribute to variations in how gender manifests concerning mindfulness and
burnout across different populations. Therefore, the findings from the present study, while

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contributing to the discourse on gender-related psychological experiences, highlight the need

for comprehensive investigations that consider these complexities.

In conclusion, the comparative analysis of the present study's results with related research
emphasizes the nuanced nature of gender's influence on mindfulness and burnout experiences
among university students. These findings underscore that gender dynamics are multifaceted
and contextually contingent. This understanding encourages researchers to delve deeper into
the intricate interplay of gender, psychological constructs, and sociocultural factors to enrich
our comprehension of these complex relationships.

Limitation

This study, while offering valuable insights into the interplay between mindfulness,
burnout, and gender among university students, is not without its limitations. These constraints
necessitate careful consideration of the study's outcomes within a nuanced context.

First off, the study's cross-sectional design makes it difficult to establish causal
connections. We are unable to draw firm conclusions about the direction of causality between
mindfulness, burnout, and gender due to the data that was only gathered at one moment in time.
Studies that follow people over time and do longitudinal analyses would provide a more
thorough knowledge of how these variables interact and affect one another.

Secondly, the use of self-report measures also raises the possibility of response bias.
Participants could give false information or respond in a socially acceptable way, which would
affect the accuracy of the data collected. Including additional objective measures or employing
qualitative methodologies could provide a more comprehensive perspective on participants'
mindfulness, burnout experiences, and gender dynamics.

The sample composition is another limitation. The study's concentration on university

students, particularly within a single occupation category of students, limits the generalizability
of findings to a broader population. The absence of diverse occupational groups and non-
student participants may restrict the applicability of results to other demographic contexts.

Furthermore, the skewed gender distribution, with a higher percentage of female

participants, introduces potential gender-related biases in the findings. The overrepresentation
of one gender could impact the observed associations between mindfulness, burnout, and
gender. Future research should strive for more balanced gender representation to enhance the
validity of results.

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Candidate Number: 261035

The reliance on quantitative measures might overlook nuanced experiences and

perspectives related to mindfulness and burnout. Qualitative methodologies, such as interviews
or focus groups, could provide richer insights into participants' lived experiences, offering a
deeper understanding of the interplay between these constructs.

To conclude, the limitations inherent in its design and methodology must be

acknowledged. These limitations encourage researchers to approach the findings with a
cautious and critical lens, recognizing the need for continued research that employs diverse
methodologies, includes broader participant groups, and accounts for the complex interplay of
factors that shape mindfulness, burnout, and gender dynamics.

Implications

The study's implications are multifaceted and hold significance for both academic
understanding and practical interventions. First, the unexpected revelation that men exhibit
higher levels of mindfulness challenges traditional gender stereotypes, emphasizing the need
for a nuanced comprehension of gender's interaction with psychological attributes. Second, the
established negative correlation between mindfulness and burnout highlights mindfulness as a
potential buffer against burnout among university students. This insight suggests the utility of
mindfulness interventions to enhance well-being and academic performance. Third, the study's
intricate findings on gender differences in burnout experiences underscore the multifaceted
nature of burnout, necessitating comprehensive approaches to address these complexities.
Fourth, the study underscores the importance of holistic approaches to student well-being,
advocating for interventions that consider individual differences, cultural contexts, and gender
dynamics. Fifth, the findings emphasize the complexity of gender's influence on psychological
constructs, urging researchers to explore these dynamics more comprehensively. Lastly, the
study's implications pave the way for future research avenues, encouraging longitudinal
studies, intersectional analyses, and tailored interventions to provide a deeper understanding of
the interplay among mindfulness, burnout, and gender, ultimately enriching well-being
strategies.

In summary, this study delved into the intricate web of relationships involving
mindfulness, burnout, and gender within the context of university students. While the findings
yielded unexpected outcomes in relation to gender dynamics, they provided valuable insights
for both theory and practice. The results emphasized the need for a nuanced understanding of
gender, challenging traditional stereotypes and underscoring the complex interplay of

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psychological constructs. Moreover, the established negative correlation between mindfulness

and burnout shed light on the potential benefits of mindfulness interventions in university
settings, offering a means to mitigate the detrimental effects of burnout on students' overall
well-being and academic performance. While the study had its limitations, including sample
composition and methodology, its strengths, such as validated measurement tools and a
sizeable sample, lent credibility to the findings. The study's implications extend beyond
academia, prompting a deeper examination of gender dynamics and the integration of
mindfulness practices to promote student flourishing. This research provides a foundation for
future studies that delve into longitudinal perspectives, intersectionality, and tailored
interventions, fostering a holistic understanding of the intricate connections among
mindfulness, burnout, and gender in the ever-evolving landscape of university education.

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Candidate Number: 261035

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