Citation

Cheng X, Ma Y, Li J, Cai Y, Li L, Zhang J. Int. J. Environ. Res. Public Health 2020; 17(21): e8212.

Copyright

(Copyright © 2020, MDPI: Multidisciplinary Digital Publishing Institute)

DOI

10.3390/ijerph17218212

PMID

33172124

Abstract

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 dimension 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.

Language: en

Keywords

psychological distress; mindfulness; emotional intelligence (EI); kindergarten teacher