ArticleInternational journal of environmental research and public health2024
Burnout and Attention Failure in STEM: The Role of Self-Control and the Buffer of Mindfulness.
Article in International journal of environmental research and public health, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
3 citing papers in PubMed.
- Internet addiction and mind-wandering in Chinese college students: chain mediation roles of physical activity and self-control.Frontiers in psychology · 2026Article
- Mind the (Social and Emotional Competence) Gap to Support Higher Education Students' Well-Being: Psychometric Properties of the SECAB-A(S).European journal of investigation in health, psychology and education · 2025Article
- The burnout: a silent saboteur in in vitro fertilization laboratories.Journal of assisted reproduction and genetics · 2025Review
Corrections and comments
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Authors and funding
1 author.
Funding
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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.
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Registered trials
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