RELATIONSHIP BETWEEN ACADEMIC BURNOUT AND LIFE SATISFACTION IN EARLY ADOLESCENTS: A MODERATED MEDIATION MODEL WITH COMPULSIVE INTERNET USE AS A MEDIATOR AND MINDFULNESS AS A MODERATOR

Abstract

This study aimed to investigate the relationship between academic burnout and life satisfaction, with compulsive internet use as a mediating variable and mindfulness as a moderating variable. A moderated mediation model was applied for the analysis. The participants consisted of 358 early adolescents aged 12-15 years from lower secondary schools. The results revealed that: (1) Academic burnout was negatively associated with life satisfaction (β = -0.369, p < .01), and mindfulness did not significantly moderate this direct relationship (β = -0.039, p = .88). (2) Mindfulness significantly moderated the indirect relationship between academic burnout and life satisfaction through compulsive internet use (β = -0.200, p < .01). Specifically, the indirect effect was significant among adolescents with low levels of mindfulness (β = .040, 95% CI [.002, .071]). In contrast, no significant indirect effects were found in the moderate and high mindfulness groups. These findings suggest that mindfulness levels influence the relationship between academic burnout and life satisfaction, with compulsive internet use functioning as a mediating mechanism among early adolescents. Specifically, adolescents with lower levels of mindfulness who experience academic burnout are more likely to engage in compulsive internet use, which in turn contributes to reduced life satisfaction. Thus, promoting mindfulness may serve as a potential strategy to buffer the adverse impact of academic burnout on adolescents’ overall life satisfaction.