Industrial-Organizational Psychology, Department of Psychology, University of Nebraska Omaha, 6001 Dodge St. ASH 347, Omaha, NE 68182, USA.
Int J Environ Res Public Health. 2024 Jul 30;21(8):1000. doi: 10.3390/ijerph21081000.
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.
本研究借鉴自我调节强度模型的自我控制理论，探讨了 STEM（科学、技术、工程和数学）学生的倦怠与注意力过程之间的关系。通过对 STEM 参与者的数据进行分析，发现倦怠与任务无关的思维（也称为思维漫游）呈正相关。此外，自我控制在倦怠与思维漫游之间起到了中介作用，即较高的倦怠水平预示着自我控制能力较差，从而增加了思维漫游的倾向。此外，正念缓冲了倦怠与思维漫游之间的关系，对于正念水平较低的学生来说，倦怠对注意力的影响最大。通过使用 Johnson-Neyman 方法，结果揭示了正念的调节作用的上限。本文讨论了研究结果对科学和实践的意义，并特别针对 STEM 背景下的学生进行了探讨。
