Personality and Individual Differences 116 (2017) 405–409

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Personality and Individual Differences

journal homepage: www.elsevier.com/locate/paid

Dispositional mindfulness, negative posttraumatic beliefs, and academic

burnout among adolescents following the 2016 Yancheng Tornado
Wei Xu a, Yuanyuan An a,⁎, Xu Ding a, Guangzhe Yuan a, Yulu Zhuang b, Pei Hwa Goh c
a
School of Psychology, Nanjing Normal University, Nanjing 210097, PR China
b
Nanjing No.9 Middle School, Nanjing 210000, PR China
c
Department of Psychology, University of Fribourg, Fribourg CH-1700, Switzerland

a r t i c l e i n f o a b s t r a c t

Article history: This study investigated the relationship between dispositional mindfulness and academic burnout, and further
Received 24 March 2017 explored the mediation role of negative posttraumatic beliefs in this relationship among adolescents in Yancheng
Received in revised form 13 May 2017 following the 2016 tornado. A total of 247 Chinese adolescents, who had experienced a severe tornado six
Accepted 16 May 2017
months prior to this study, were recruited to complete Mindful Attention Awareness Scale (MAAS), negative
Available online xxxx
posttraumatic beliefs (NPB), and Learning Burnout Questionnaire (LBQ). Results showed that the proposed
Keywords:
model fit the data very well (χ2 = 7.908, df = 5, χ2/df = 1.582, GFI = 0.989, CFI = 0.995, TLI = 0.985,
Dispositional mindfulness RMSEA = 0.049). Further analyses revealed that negative posttraumatic beliefs mediated the relation between
Negative posttraumatic beliefs dispositional mindfulness and academic burnout as captured by the total scores of LBQ as well as all subscale
Academic burnout scores. Limitations, clinical implications, and directions for future research were discussed.
Tornado © 2017 Elsevier Ltd. All rights reserved.
Mediation

1. Introduction
Of common occurrence in eastern China during summers, tornados
are one form of natural disasters that can bring about not only serious
physical, but also psychological destruction to the people affected. Pre-
vious research has shown that exposure to traumatic experiences
from disasters can be linked to heightened levels of post-disaster psy-
chopathology (Furr, Comer, Edmunds, & Kendall, 2010; Norris,
Friedman, & Watson, 2002; Rubonis & Bickman, 1991), many of which
have cognitive underpinnings. Adolescents may be especially vulnera-
ble to the negative cognitive and behavioral outcomes of exposure to
natural disasters, given the highly influential and critical developmental
period of adolescence (Crews, He, & Hodge, 2007) coupled with the po-
tential longevity of these post-disaster psychological symptoms
(e.g., Briere & Elliot, 2000; Liu, Wang, Shi, Zhang, Zhang, & Shen,
2011). Among adolescents, one area in particular that could be greatly
affected by exposure to natural disasters would be academia.
1.1. Academic burnout
Academic burnout, or burnout within school contexts have been re-
ceiving increasing attention recently despite being traditionally studied
in industrial and organizational work settings (Kiuru, Aunola, Nurmi, &
Leskinen, E.,&Salmela-Aro, K., 2008; Lin, 2014; Walburg, 2014). It can be
characterized by emotional exhaustion from study demands, possession
of detached attitudes toward academic tasks, and perceptions or dis-
plays of reduced efficiency or academic competence (Maslach,
Shaufeli, & Leiter, 2001). Academic burnout may be particularly preva-
lent among adolescents exposed to natural disasters since experiencing
stressful life events (such as experiencing natural disasters) is one of its
important risk factors (Lin, 2014; Mather, Blom, & Svedberg, 2014). In-
deed, there are evidences suggesting increased likelihood of academic
burnout following exposure to natural disasters. For example, in Lin
et al.'s (2013) study, 828 primary and secondary school students report-
ed academic burnout especially the impairment in learning self-
efficiency at 30 months after 2008 Wenchuan earthquake. A similar pat-
tern of findings was found among 32 teachers within the area of the
Wenchaun earthquake (Wu, Hou, Zang, Zhang, & Chang, 2009). Never-
theless, experience of disasters does not affect everyone the same way
(Birkeland, Hansen, Blix, Solberg, & Heir, 2017). It is therefore important
to identify the potential protective factors of academic burnout follow-
ing exposure to natural disasters. In the current study, we examined
the role of dispositional mindfulness as one potential protective factor
in a sample of adolescents in Yancheng following the 2016 tornado.
1.2. Dispositional mindfulness and academic burnout

⁎ Corresponding author at: School of Psychology, Nanjing Normal University, No.122

Dispositional mindfulness, defined as the human capacity involving
Ninghai Road, Gulou District, Nanjing 210097, PR China. sensitive awareness of the present without judgment (Brown & Ryan,
E-mail address: anran220@163.com (Y. An). 2003), has been found to be associated with a lower likelihood of

http://dx.doi.org/10.1016/j.paid.2017.05.029
0191-8869/© 2017 Elsevier Ltd. All rights reserved.
406 W. Xu et al. / Personality and Individual Differences 116 (2017) 405–409
burnout in adult (Krasner et al., 2009) and also adolescent samples
(Gustafsson, Skoog, Davis, Kenttä, & Haberl, 2015). Using a sample of
233 adolescent athletes, Gustafsson et al. (2015) found that disposition-
al mindfulness was negatively associated with burnout, and that this as-
sociation was mediated by increment in positive affect. In support,
mindfulness-based interventions have also been shown to be effective
in reducing work-related burnout (Cohen-Katz, Wiley, Capuano,
Baker, & Shapiro, 2004; Goodman & Schorling, 2012). In addition to
that, dispositional mindfulness has been shown to be protective in the
face of traumatic events. For instance, Nitzanassayag, Aderka, and
Bernstein (2015) investigated 151 traumatized people immediately fol-
lowing the Mount Carmel Fire and found that dispositional mindfulness
was negatively associated with posttraumatic distress including nega-
tive affect, depression, and posttraumatic stress symptoms. There is
also substantial evidence of the effectiveness of mindfulness-based in-
terventions in reducing the negative outcomes of traumatic events
(Boden et al., 2012; King et al., 2013; Niles et al., 2012; Thompson,
Arnkoff, & Glass, 2011).
While the protective role of mindfulness in reducing burnout and
post-traumatic symptoms has been shown (separately) in past re-
search, the current study was, to the best of our knowledge, the first
to specifically examine the association between dispositional mindful-
ness and academic burnout among adolescents who have experienced
a traumatic event. We proposed that adolescents who are more mindful
should experience a lower degree of academic burnout than those who
are less mindful.
1.3. Dispositional mindfulness, negative beliefs, and academic burnout
Furthermore, the aim of the current study was also to test a potential
mechanism underlying the relationship between mindfulness and aca-
demic burnout among traumatized adolescents. As mindfulness is es-
sentially a quality of consciousness, we proposed that dispositional
mindfulness may shape individual differences in cognitive appraisal
(Salmon, Sephton, & Dreeben 2011), specifically, the endorsement of
certain attitudes or beliefs, following traumatic experiences. These ap-
praisals would, in turn, predict academic burnout among traumatized
adolescents. Further support for our proposition stem from both re-
search on academic burnout and mindfulness: First, students with
high academic burnout tend to adopt maladaptive cognitive styles
(Zhang, Gan, & Cham, 2007), negative core beliefs (Ni & Wu, 2009),
and negative self-evaluations (Lian, Sun, Ji, Li, & Peng, 2014). Second,
mindfulness is negatively associated with rumination (Ciesla, Reilly,
Dickson, Emanuel, & Updegraff, 2012; Raes & Williams, 2010), thought
suppression (Garland & Roberts-Lewis, 2013), and negative automatic
thoughts (Frewen, Evans, Maraj, Dozois, & Partridge, 2008); and posi-
tively associated with positive reappraisal (Hanley & Garland, 2014),
self-acceptance (Xu, Rodriguez, Zhang, & Liu, 2015), and psychological
flexibility (Thompson & Waltz, 2010). Lastly, mindfulness has also
been found to negatively predict cognitive avoidance (Thompson &
Waltz, 2008, 2010), cognitive fusion, and cognitive suppression
(Nitzanassayag et al., 2015).
1.4. The current study
To sum up, given the associations between dispositional mindful-
ness, negative posttraumatic beliefs, and academic burnout, we hypoth-
esized that the endorsement of negative posttraumatic beliefs acts as a
mediator in the relationship between mindfulness and academic burn-
out. Specifically, adolescents with higher mindfulness may develop less
negative posttraumatic beliefs after a traumatic event, and hence expe-
rience lower levels of academic burnout in school. We examined this
model in a sample of Chinese adolescents who had experienced a
major tornado 6 months before the current study in Yancheng, Jiangsu
Province, China. This major tornado (level EF-4) caused severe damage
to the Yancheng area, which included 99 deaths and 846 injured.
2. Method
2.1. Participants
Participants were 253 adolescents from two middle schools within
the main areas afflicted by the Yancheng Tornado. Excluding invalid an-
swers of 6 participants, we were left with 247 adolescents. Participants
were aged 14.04 years (SD = 0.925) on average, and 100 (40.5%) of
them were boys. Among the 247 participants, 133 (53.84%) of them re-
ported damages to their houses, including 30 houses destroyed
completely. Nine of the participants were trapped during the tornado
and six were injured. Seventy-eight (31.0%) participants' had relatives
or friends who were trapped while eighty (31.8%) had relatives or
friends who were injured. Twenty-seven (10.9%) participants reported
deaths of relatives or friends.
2.2. Procedures
This study was approved by the Ethics Committee of School of Psy-
chology. Participants were asked, by the teachers who engaged in stu-
dent mental health counseling, to specifically reflect on their
experiences of the tornado, and then invited to participate in a study
within a regular classroom setting. Participants were informed that
they would be taking part in a study on distress, and were provided a
brief description of the purpose of the study. Upon providing written in-
formed consent on the first page of the questionnaire packet, partici-
pants completed the pencil-and-paper questionnaire packet, which
took them approximately 30–40 min. During the course of their partic-
ipation, participants were permitted to ask questions concerning the
study as needed. Upon completion of the study, the researchers con-
ducted a 10-min group game with the participants as reward for their
participation.
2.3. Measures
2.3.1. Mindful Attention Awareness Scale (MAAS)
The MAAS is a measure that is widely used to assess dispositional
mindfulness (Brown & Ryan, 2003). In the current study, the Chinese
version of the MAAS, which was revised by Deng et al. (2012) was
used. This scale consisted of 15 items rated on a 6-point Likert scale
from 1 (always) to 6 (never). Items were reverse scored and summed
to form a mindfulness score, with higher scores indicating higher levels
of dispositional mindfulness.
2.3.2. Negative posttraumatic beliefs (NPB)
Five items adapted from Wang, Wang, and Maercker (2013) revised
by Xu, Yu, He, Xie, and Wang (2014) were used to assess one's endorse-
ment of negative beliefs following traumatic events. Sample items in-
clude “I now believe that the world is a very dangerous place” and “I
am worrying about bad things happening in the future”. Items were
rated on a 5-point scale ranging from 0 (not at all) to 4 (very much
so). Item scores were summed to form a NPB score, with higher scores
reflecting more negative beliefs.
2.3.3. Learning Burnout Questionnaire (LBQ)
The LBQ is a 21-item scale developed in a Chinese student sample to
assess academic burnout (Hu & Dai, 2007). Items were rated on a
5-point scale ranging from 0 (not at all) to 4 (almost always). The LBQ
includes 4 subscales: mental exhaustion, the lack of personal learning
accomplishment, the alienative relationship between students and
teachers, and physical exhaustion. Higher scores indicated greater se-
verity of academic burnout.
 W. Xu et al. / Personality and Individual Differences 116 (2017) 405–409
2.4. Data analysis
Only 0.82% of the data was missing. Little's Missing Completely At
Random (MCAR) test suggested that the rate of missing data was equiv-
alent across all measures (p N 0.05). Means, standard deviations (SD),
Cronbach's alpha coefficients, and correlations of the three scales in
the current study were computed by SPSS 19.0. AMOS 21.0 was adopted
to test the hypothesized model and mediation effects.
3. Results
We firstly applied Harman's single-factor test to examine common
method bias (Podsakoff, MacKenzie, Lee, & Podsakoff, 2003). All items
relevant to the study were subjected to an exploratory factor analysis,
and the un-rotated factor solution was examined to determine the
number of factors that are necessary to account for the overall variance.
This procedure suggested 10 factors, while no single factor accounted
for the majority of the covariance among the variables. Therefore, no
significant common method bias existed in the current study.
Means, standard deviations (SD), and Cronbach's alpha coefficients
of the measures are shown in Table 1. All the measures have good or ac-
ceptable reliability. Table 1 also shows significant correlations between
dispositional mindfulness, negative posttraumatic beliefs, and academic
burnout.
Maximum likelihood was used to test the hypothesized model. In
the model, mindfulness and negative beliefs were the observed vari-
ables, while academic burnout was the latent variable consisting of
the observed variables including mental exhaustion, the lack of personal
learning accomplishment, the alienative relationship between students
and teachers and physical exhaustion. Due to the relatively high corre-
lations, mental exhaustion was correlated to the lack of personal learn-
ing accomplishment, the alienative relationship between students and
teachers and physical exhaustion in the model. Results showed that
the model had good fitness to the data, χ2 = 7.908, df = 5, χ2/df =
1.582, GFI = 0.989, CFI = 0.995, TLI = 0.985, RMSEA = 0.049. Fig. 1
shows the path coefficients of the model. All path coefficients were sta-
tistically significant. More importantly, bootstrap analyses showed
that the relationship between mindfulness and academic burnout
was mediated by negative posttraumatic beliefs (with the indirect
effect = − 0.225, 95% CI = − 0.308 ~ − 0.160).
Separate analyses were conducted to investigate the mediating role
of negative beliefs with the subscale scores of LBQ as dependent vari-
ables. Results showed that negative beliefs significantly mediated the
relationship between mindfulness and mental exhaustion (with the
indirect effect = −0.505, 95% CI = −0.588 ~ −0.433), the lack of per-
sonal learning accomplishment (with the indirect effect = −0.180, 95%
CI = − 0.240 ~ − 0.070), the alienative relationship between
students and teachers (with the indirect effect = −0.470, 95%
CI = −0.556 ~ −0.376), and physical exhaustion (with the indirect
effect = −0.614, 95% CI = −0.696 ~ −0.557).
Table 1
Means, standard deviations (SD), Cronbach's alpha coefficients and correlations of all the variables.
1 2
1. Mindfulness 1
2. Negative posttraumatic beliefs −0.50⁎⁎⁎
3. Academic burnout −0.56⁎⁎⁎
4. Mental exhaustion −0.53⁎⁎⁎
5. Lack of personal learning accomplishment −0.14⁎
6. Alienative relationship between students and teachers −0.51⁎⁎⁎
7. Physical exhaustion −0.60⁎⁎⁎
Mean 62.90
SD 13.65
α 0.86
⁎ p b 0.05.
⁎⁎⁎ p b 0.001.
407
4. Discussion
The present study investigated the relationships between disposi-
tional mindfulness, negative posttraumatic beliefs, and academic burn-
out in adolescents following the 2016 Yancheng Tornado. As predicted,
dispositional mindfulness was found to negatively predict academic
burnout, supporting previous findings on dispositional mindfulness
and workplace burnout (Cohen-Katz et al., 2004; Gustafsson et al.,
2015; Krasner et al., 2009) and also reduced negative posttraumatic be-
liefs. Previous studies showed that for non-traumatized people, mind-
fulness was related to cognitive improvement and less negative
cognition (Ciesla et al., 2012; Frewen et al., 2008; Garland &
Roberts-Lewis, 2013; Raes & Williams, 2010), while this study demon-
strated the association between mindfulness and less negative posttrau-
matic beliefs in traumatized adolescents. Moreover, we also found a
positive association between negative posttraumatic beliefs and aca-
demic burnout, paralleling findings from previous research (Ni & Wu,
2009; Sun et al., 2014; Zhang et al., 2007).
The hypothesized model fitted the data well, indicating the impor-
tant role of negative posttraumatic beliefs in the relationship between
dispositional mindfulness and academic burnout in the Chinese trauma-
tized adolescents. Further analyses showed that such beliefs significant-
ly mediated the negative relationships between mindfulness and four
subscales of academic burnout – mental exhaustion, the lack of personal
learning accomplishment, the alienative relationship between students
and teachers, and physical exhaustion. Overall, the current set of find-
ings suggest that adolescents with higher levels of dispositional mind-
fulness appear to suffer less academically following exposure to the
Yancheng Tornado, due to their lower tendency to endorse negative
posttraumatic beliefs. It should be noted that traumatic events always
bring negative impacts on cognitive consequences. For instance, indi-
viduals may develop excessively negative appraisals of the trauma
(Halligan, Michael, Clark, & Ehlers, 2003), enhanced ruminative
thoughts about the traumatic events (Ehring, Frank, & Ehlers, 2008),
or a disturbance of autobiographical memory (McNally, Litz, Prassas,
Shin, & Weathers, 1994), as well as a sense of threat (Ehlers & Clark,
2000). Those negative posttraumatic beliefs make great contribution
to the persistence of PTSD symptoms. In the current study, we found
that the negative beliefs were also importance factors of the academic
problems among traumatized adolescents.
One explanation for our findings would be that dispositional mind-
fulness serves as a guide for cognitive framing and appraisal. Adoles-
cents with higher dispositional mindfulness are more likely to be able
to hold a non-judgmental attitude toward the present experience, and
present more acceptance toward themselves (Kabat-Zinn, 2003;
Thompson & Waltz, 2008). Therefore, they are less influenced by the
tornado and have fewer negative posttraumatic cognitive changes,
such as rumination or negative appraisal to the disaster and to them-
selves (Ciesla et al., 2012; Frewen et al., 2008; Garland &
Roberts-Lewis, 2013; Raes & Williams, 2010). In this way, the trauma-
tized adolescents can develop effective coping strategies when they
3 4 5 6 7
1
0.51⁎⁎⁎ 1
0.46⁎⁎⁎ 0.89⁎⁎⁎ 1
0.14⁎ 0.60⁎⁎⁎ 0.33⁎⁎⁎ 1
0.42⁎⁎⁎ 0.76⁎⁎⁎ 0.61⁎⁎⁎ 0.22⁎⁎⁎ 1
0.62⁎⁎⁎ 0.78⁎⁎⁎ 0.73⁎⁎⁎ 0.23⁎⁎⁎ 0.57⁎⁎⁎ 1
4.61 27.21 8.57 9.71 4.85 3.78
3.68 14.60 6.83 5.03 3.72 3.30
0.78 0.90 0.88 0.83 0.74 0.67
408 W. Xu et al. / Personality and Individual Differences 116 (2017) 405–409
Fig. 1. Path coefficients of the model. ***p b 0.001.
confront traumatic event. In addition, individuals with high disposition-
al mindfulness tend to be more focused and have less mind wandering
(Mrazek, Franklin, Phillips, Baird, & Schooler, 2013). Thus they may be
less impacted by the ruminative thoughts and have less hyper arousal
or flash back symptoms (Wahbeh, Lu, & Oken, 2011), which means
that they may have less negative posttraumatic beliefs brought by trau-
matic events.
Nevertheless, our results suggested that endorsement of these be-
liefs was not the only mediator in the relationship between mindfulness
and academic burnout, and that mindfulness itself may have a direct as-
sociation with academic burnout. Future studies would therefore profit
from testing the effects of other potential mediators and moderators
(e.g., acceptable attitude toward stressors and emotional intelligence)
to further elucidate how dispositional mindfulness can alleviate nega-
tive posttraumatic outcomes. Besides that, caution should be taken in
the generalization of the current findings to other, severer traumatic
events. Although participants in the current study were adolescents
who experienced the 2016 Yancheng Tornado, not all of them reported
getting injured, losing close others, or damages to their houses. People
who have experienced this tornado may also have a lower level of psy-
chological symptoms, given the strong post-disaster support from the
government as well as both local and international charity foundations,
compared to those exposed to severer natural disasters (e.g., an earth-
quake in which thousands of people die), or other types of traumatic
events (e.g., kidnapping, rape, or abuse).
Other than that, we were unable to test causal relationships with the
current research design. Future investigations should utilize longitudi-
nal or intervention-based designs to examine the long-term impact of
mindfulness and negative posttraumatic beliefs on academic burnout.
Also, all of the measures used in the current study were dependent on
self-reports. Follow-up studies should therefore consider the use of
physiological assessments and ecological momentary assessments to
support and validate current findings. Finally, other models involving
dispositional mindfulness, negative posttraumatic beliefs and academic
burnout should be explored. For example, dispositional mindfulness
may alleviate the association between negative posttraumatic beliefs
and academic burnout, suggesting a moderation of dispositional
mindfulness.
Notwithstanding the abovementioned limitations, findings from the
current study are highly applicable in clinical practice. Firstly, since
mindfulness was associated with less academic burnout, it can be in-
ferred that mindfulness-based interventions may be useful for Chinese
adolescents who develop school-learning problems following exposure
to disasters. Second, we found endorsement of posttraumatic beliefs to
partially mediate the relationship between dispositional mindfulness
and academic burnout. This suggests that clinicians and mindfulness
training indicators can directly and explicitly concentrate on preventing
cognitive distortions in mindfulness-based treatment to maximize the
benefits of these interventions, particularly in recovery from academic
burnout.
Acknowledgement
This study was supported by the 13th Five-Year Plan of Educational
Science in Jiangsu Province (Project No. C-c/2016/01/13).
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