Affiliation:
1. 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.
Reference111 articles.
1. Quick, J.C., and Tetrick, L.E. (2003). Job-related burnout: A review. Handbook of Occupational Health Psychology, American Psychological Association.
2. Quick, J.C., and Tetrick, L.E. (2011). Job-related burnout: A review of major research foci and challenges. Handbook of Occupational Health Psychology, American Psychological Association.
3. The contribution of burnout to work performance;Wright;J. Organ. Behav.,1997
4. Burnout in organizational life;Halbesleben;J. Manag.,2004
5. Sanchez-Gomez, M., and Breso, E. (2020). In pursuit of work performance: Testing the contribution of emotional intelligence and burnout. Int. J. Environ. Res. Public Health, 17.