Mindfulness and academic burnout among chinese elementary school students: The mediating role of perceived teacher support

The present study explored the relationship between elementary school students’ mindfulness and academic burnout from dynamic and longitudinal perspectives, as well as the mediating role of perceived teacher support. A total of 193 elementary school students in grades 3–6 were recruited. The results of the follow-up survey showed that one dimension of perceived teacher support, i.e. learning support, mediated the relationships between mindfulness and academic burnout. The results of the daily diary showed that perceived teacher support mediated the dynamic relationship between the observing dimension of state mindfulness and academic burnout.