Bakosh , L.S., Mortlock, J.M.T., Querstret, D., Morison, L.(2018). Audio-guided mindfulness training in schools and its
effect on academic attainment: Contributing to theory and practice. Learning and Instruction, 58, 34-41.
Bergey, B.W., Parrila, R.K., Laroche, A., Deacon, S.H.(2019). Effects of peer-led training on academic self-efficacy,
study strategies, and academic performance for first-year university students with and without reading difficulties.
Contemporary Educational Psychology, 56, 25-39.
Charkhabi, M., Azizi Abarghuei, M., Hayati, D. (2013). The association of academic burnout with selfefficacy and
quality of learning experience among Iranian students. Springerplus, 2(1), 677-683.
Clarkson, M., Heads, G., Hodgson, D., Probst, H.(2019). Does the intervention of mindfulness reduce levels of burnout
and compassion fatigue and increase resilience in pre-registration students? A pilot study. Radiography, 25(1), 4-9.
Crosswell, A.D., Moreno, P.I., Raposa, E.B., Motivala, S.J., Stanton, A.L., Ganz, P.A., Bower, J.E.(2017). Effects of
mindfulness training on emotional and physiologic recovery from induced negative affect. Psychoneuroendocrinology.
86, 78-86.
Fwu, B., Chen, S., Wei, C., Wang, H.(2018). I believe; therefore, I work harder: The significance of reflective thinking
on effort-making in Low academic performance in a Confucian-heritage cultural context. Thinking Skills and
Creativity, 30, 19-30.
Hall, B.J., Xiong, P., Guo, X., Sou, E.K.L., Chou, U.I., Shen, Z.(2018). An evaluation of a low intensity mental Health
enhanced mindfulness intervention for Chinese university students: A randomized controlled trial. Psychiatry Research,
270, 394-403.
Hofmann, S.G., Angelina, F. , Gomez, B.A. (2017). Mindfulness-Based Interventions for Anxiety and Depression,
Psychiatric Clinics of North America, 40(4), 739-749.
Hopwood, T.L., Schutte, N.S.(2017). A meta-analytic investigation of the impact of mindfulness-based interventions on
post traumatic stress. Clinical Psychology Review, 57, 12-20.
Jung, K., Zhou, A.Q., Lee, R.M.(2017). Self-efficacy, self-discipline and academic performance: Testing a contextspecific mediation model. Learning and Individual Differences, 60, 33-39.
Kawada, T.(2017). Low academic performance, use of electronic device and sleep duration in adolescents. Brain and
Development, 39(3), 275-280.
Kroska, E.B., Miller, M.L., Roche, A.I., Kroska, S.K., O’Hara, M.W.(2018). Effects of traumatic experiences on
obsessive-compulsive and internalizing symptoms: The role of avoidance and mindfulness. Journal of Affective
Disorders, 225, 326-336.
Lee, S.J., Choi, Y.J., Chae, H.(2017). The effects of personality traits on academic burnout in Korean medical students.
Integrative Medicine Research, 6(2), 207-213.
Lee, w.w.s.(2017). Relationships among grit, academic performance, perceived Low academic performance, and stress
in associate degree students Journal of Adolescence, 60, 148-152.
Lu ,S., Huang, C., Rios, J.(2017). Mindfulness and academic performance: An example of migrant children in China.
Children and Youth Services Review, 82, 53-59.
McCloskey, L.E. (2015). Mindfulness as an Intervention for Improving Academic Success among Students with
Executive Functioning Disorders. Procedia - Social and Behavioral Sciences, 174, 221-226.
Noh, H., Shin, H., Lee, S.M.(2013). Developmental process of academic burnout among Korean middle school
students. Learning and Individual Differences, 28, 82-89.
Roman, M.D.(2014). Students’ Failure in Academic Environment. Procedia - Social and Behavioral Sciences, 114, 170-
177.
Schaufeli, W.B., Martinez, I.M., Pinto, A.M., Salanova, M., Bakker, A. (2002). Burnout and engagement in university
students: A crossnational study. Journal of Cross Cultural Psychology, 33(5), 464-481.
Shapiro, S.L., Carlson, L.E., Astin, J.A., Freedman, B. (2006). Mechanisms of mindfulness. Journal of clinical
psychology, 62(3), 373-386.
Shen, C.(2018). Does school-related Internet Information seeking improve academic self-efficacy? The moderating role
of internet information seeking styles. Computers in Human Behavior, 86, 91-98.
Talsma, K., Schüz, B., Norris, K.(2019). Miscalibration of self-efficacy and academic performance: Self-efficacy ≠ selffulfilling prophecy. Learning and Individual Differences, 69, 182-195.
Wang, M., Guan, H., Li, Y., Xing, C., Rui, B.(2019). Academic burnout and professional self-concept of nursing
students: A cross-sectional study. Nurse Education Today, 77, 27-31.
Xu, W., An, Y., Ding, X., Yuan, G., Zhuang, Y., Goh, P/H.(2017). Dispositional mindfulness, negative posttraumatic
beliefs, and academic burnout among adolescents following the 2016 Yancheng Tornado. Personality and Individual
Differences, 116, 405-409.
Zander, L., Brouwer, J., Jansen, E., Crayen, C., Hannover, B.(2018). Academic self-efficacy, growth mindsets, and
university students' integration in academic and social support networks. Learning and Individual Differences, 63, 97-
108.
)