Metacognitive awareness and justice experience as predictors of master‘s students’ study burnout in supervision.

This study investigates students’ experiences of master’s thesis supervision and analyses the links between metacognitive awareness, justice experiences and study burnout in supervision. University students’ study burnout has concerned higher education institutions recently. Especially writing a master’s thesis can be stressful, because it demands cognitive involvement and metacognitive awareness. In addition, justice experiences are essential for human beings in organisational contexts, but research integrating supervision and justice experiences in higher education is scarce. Survey responses were collected from 441 master’s students from the Faculty of Law. The results revealed that metacognitive awareness and justice experiences in supervision were significant predictors of students’ study burnout in master’s thesis projects. In particular, lack of knowledge about cognition and poor ethical processes in supervision explained master‘s students’ study burnout. The results confirm earlier findings about the importance of justice experiences and open new avenues for future research in higher education. [ABSTRACT FROM AUTHOR]