Mindfulness Mindfulness Socialization for Enhancing Emotion Regulation and Preventing Burnout Among Lecturers

Abstract

University lecturers face overlapping academic, administrative, research, and community-service demands that may contribute to work-related stress and increase the need for burnout-prevention literacy. This community service program aimed to strengthen lecturers’ knowledge of burnout, emotion regulation, mindfulness, and simple mindfulness practices. A one-group pretest-posttest design was used with active lecturers at Campus B, Universitas Sunan Gresik. The intervention combined psychoeducation, interactive discussion, the STOP Technique (Stop, Take a Breath, Observe, Proceed), and approximately three minutes of mindful breathing. The same evaluation instrument was administered immediately before and after the session, and mean scores were summarized descriptively. Posttest means were higher than pretest means across all six reported knowledge indicators: 4.63 to 4.84, 4.05 to 4.79, 4.18 to 4.68, 3.89 to 4.74, 3.47 to 4.79, and 3.47 to 4.63, corresponding to descriptive gains of 0.21–1.32 points. Facilitators also observed active participation during discussion and guided practice. These findings suggest immediate gains in measured knowledge following the program; however, they do not demonstrate improved emotion-regulation ability or reduced burnout because those psychological outcomes were not assessed directly. The absence of a control group, participant-level statistical analysis, and longer-term follow-up further limits causal interpretation. Workplace-based mindfulness psychoeducation may therefore serve as an initial promotive learning activity, while future programs should incorporate validated outcome measures and stronger evaluation designs