The Effect of Physical Exercise on Academic Burnout in College Students—Chain Mediating Effect of Mindfulness and Self-efficacy

This study explored the effects of physical exercise on academic burnout among college students and examined the mediating roles of mindfulness and self-efficacy. A total of 1120 college students (mean age = 21.15 ± 2.68 years) were assessed using the Physical Activity Rating Scale-3, The Positive Attention Scale, The General Self-Efficacy Scale, The Academic Burnout Scale. Data were analyzed using SPSS PROCESS macro (model 6) for chain mediation analysis. Results revealed a significant negative correlation between physical exercise and academic burnout (r = − 0.348). In the mediation model, the total effect of physical exercise on academic burnout was − 0.188, with a significant indirect effect of − 0.174. The indirect effects include: mindfulness alone (− 0.099, 52.66%), self-efficacy alone (− 0.088, 46.81%), and a chain effect via both mindfulness and self-efficacy (0.012, 6.38%). The direct effect was non-significant (β = −0.014, 95% CI [− 0.053, 0.025]), indicating full mediation. Notably, the positive chain mediation effect (0.012) reflects a suppressing effect due to the negative influence of mindfulness on self-efficacy. These findings highlight the indirect role of physical exercise in reducing academic burnout, with mindfulness and self-efficacy serving as key mediators. Promoting physical activity, alongside interventions to enhance mindfulness and self-efficacy, may effectively alleviate academic burnout among college students.