Mindfulness and Psychological Distress in Kindergarten Teachers: The Mediating Role of Emotional Intelligence

International Journal of Environmental Research and Public Health

Jiaqi Li¹  Xiulan Cheng¹  Ling Li¹  Yonghui Cai¹  Jiao Zhang¹  Ying Ma¹ 

[1] School of Education, Shaanxi Normal University, Xi’an 710062, China;

关键词: kindergarten teacher;    mindfulness;    emotional intelligence (EI);    psychological distress;   

DOI  :  10.3390/ijerph17218212

来源: DOAJ

【 摘 要 】

Kindergarten teachers are often exposed to great stress. Considering that, mindfulness has been demonstrated to act as a critical role in the psychological well-being of kindergarten teachers. The present study assessed mindfulness in teaching (MT), psychological distress and emotional intelligence (EI) among 511 kindergarten teachers in mainland China and investigated the mediating role of EI to explore the association mechanism between kindergarten teachers’ MT and psychological distress. The major results suggested that kindergarten teachers’ MT was negatively related to their psychological distress (depression, anxiety, and stress). Results of path analyses indicated that the total score of EI and dimensions of regulation of emotion (ROE) could serve as significant mediators. The findings suggest that mindfulness might be beneficial to relieve kindergarten teachers’ psychological distress through the mediating role of EI.

【 授权许可】

Unknown