ASSOCIATION BETWEEN MINDFULNESS AND ACADEMIC BURNOUT; EMPATHY A MEDIATING FACTOR: EXPLORING DIFFERENCES BETWEEN STUDENTS OF PAKISTAN AND YEMEN

Abstract

Interventions based on mindfulness have been offered great therapeutic outcomes throughout the life cycle, from childhood to senescence (De la Fuente-Anuncibay, González-Barbadillo, González-Bernal, Cubo, & PizarroRuiz, 2019). Mindfulness enables the development of a feeling of empathy and forgiveness toward ourselves and others as well (Neff & Dahm, 2015). To compare the mindfulness, academic burnout and empathy levels among the Pakistani and Yemeni study groups. In addition, to evaluate the mediating role of empathy on mindfulness and academic burnout. Online survey was conducted 910 undergraduate and postgraduate students were included in the survey for final analysis from Pakistan and Yemen. Majority of the total participants belonged to 18-25 years of age group and 582 (64%) were Male. Mindfulness (MAAS score: 54.65 ± 0.61) and empathy (IRI score: 68.45 ± 0.58) score were found higher in Pakistani participants. Empathy was found to be a mediating factor for mindfulness and has a negative correlation with academic burnout and a positive correlation with mindfulness.