Mediating role of dispositional mindfulness between metacognitive awareness and academic burnout

This dataset underpins a research study examining the interplay of relationships between academic burnout, metacognitive awareness and dispositional mindfulness in University students and explores the mediating role of dispositional mindfulness in the relationship between metacognitive awareness and academic burnout.

Four distinct hypotheses that address significant research concerns about the relationship between metacognitive awareness, dispositional mindfulness and academic burnout were proposed.The hypotheses 1-3 were related to finding out if there is any significant relationship between academic burnout, dispositional mindfulness and metacognitive awareness among University students in India. A negative association was predicted between metacognitive awareness and academic burnout as well as between dispositional mindfulness and academic burnout, whereas, a positive relationship was predicted between metacognitive awareness and dispositional mindfulness. Hypotheses 4 was proposed to examine the mediating effect of dispositional mindfulness in the relationship between metacognitive awareness and academic burnout.

The data for this study was collected online via REDCap surveys as well as through offline mode by having willing students fill the survey at conveniently accessible University campuses. The survey included questions acquired from 3 scales particularly, Mindful Attention Awareness Scale, Metacognitive Awareness Inventory and Burnout Assessment Tool - Student Version (Short) and it also included an informed consent form to be filled by the participants in order to obtain their voluntary consent for participation in the study. Adequate instructions to fill out the questionnaire were provided. In addition to collecting responses for the inventories, some additional demographic information like age, gender, educational level, acquirement of any mindfulness based training and so forth were also obtained. Only responses with informed consent, all complete questionnaires and those fulfilling the inclusion criteria were considered for analysis (N=389). The data has been coded for ease of analysis and for confidentiality purposes.

A negative association was found between Metacognitive Awareness and Academic Burnout as well as between Dispositional Mindfulness and Academic Burnout. Whereas, a positive association was found between Metacognitive Awareness and Dispositional Mindfulness. The results also showed that Dispositional Mindfulness partially mediates the relationship between Metacognitive Awareness and Academic Burnout. The findings of this data advocate for creation of integrated "Metacognitive mindfulness programs" to cater to students with varying support needs by providing alternative pathways to reduce burnout and develop psychological resources, promoting both student well-being and academic achievement.

本数据集支撑一项针对大学生群体学业倦怠（academic burnout）、元认知觉察（metacognitive awareness）与特质性正念（dispositional mindfulness）间关系交互作用的研究，并探讨特质性正念在元认知觉察与学业倦怠关系中的中介作用。

本研究共提出四项针对该领域核心研究关切的假设，围绕元认知觉察、特质性正念与学业倦怠间的关联展开。假设1至3旨在探明印度大学生群体中，学业倦怠、特质性正念与元认知觉察三者间是否存在显著关联：其中预设元认知觉察与学业倦怠、特质性正念与学业倦怠间均呈负相关，而元认知觉察与特质性正念间呈正相关。假设4则用于检验特质性正念在元认知觉察与学业倦怠关系中的中介效应。

本研究的数据通过两种方式采集：一是依托REDCap平台开展线上问卷调查，二是在校园便捷点位面向自愿参与的学生开展线下问卷填写。本次调研所用问卷整合了三类标准化量表，分别为正念注意觉知量表（Mindful Attention Awareness Scale）、元认知意识量表（Metacognitive Awareness Inventory）以及学生版倦怠评估简表（Burnout Assessment Tool - Student Version (Short)），同时包含知情同意书，供参与者填写以确认自愿参与本研究。问卷提供了详尽的填写指导。除上述量表的作答数据外，调研还收集了参与者的年龄、性别、受教育程度、是否接受过正念相关训练等人口统计学信息。最终仅纳入签署知情同意、问卷填写完整且符合纳入标准的有效样本（N=389）用于分析。为便于分析及保护参与者隐私，所有数据均已完成编码处理。

研究结果显示，元认知觉察与学业倦怠、特质性正念与学业倦怠间均呈显著负相关，而元认知觉察与特质性正念间呈显著正相关。同时，特质性正念在元认知觉察与学业倦怠的关系中发挥部分中介作用。本数据集的研究结果提示，可通过构建整合式"元认知正念项目"，为有不同支持需求的学生提供缓解学业倦怠、培育心理资源的有效路径，从而同时提升学生的心理健康水平与学业表现。