Skip to main content
Bohn Stafleu van Loghum
ZOEKEN
MENU 1 2 3 4
main-content
Top

Tip

Swipe om te navigeren naar een ander artikel

Gepubliceerd in: Mindfulness 3/2019

29-06-2018 | ORIGINAL PAPER

Cognitive Emotional Regulation Strategies: Potential Mediators in the Relationship Between Mindfulness, Emotional Exhaustion, and Satisfaction?

Auteurs: Constance Karing, Andreas Beelmann

Gepubliceerd in: Mindfulness | Uitgave 3/2019

Log in om toegang te krijgen
share
DELEN

Deel dit onderdeel of sectie (kopieer de link)

  • Optie A:
    Klik op de rechtermuisknop op de link en selecteer de optie “linkadres kopiëren”
  • Optie B:
    Deel de link per e-mail
    Link delen
publish
Publiceer nu

Abstract

The main aim of the present study was to examine the mediation effects of the cognitive emotional regulation strategies, emotional distancing, and resignation, on the association between mindfulness, emotional exhaustion and study satisfaction. Data were collected from a sample of student teachers from different universities in Germany (n = 236) and a sample of beginning teachers who were assessed during the German induction phase (the Referendariat, n = 112). Path analysis models were used to examine the associations between mindfulness, cognitive regulation strategies, emotional exhaustion, and study satisfaction. The findings of the current study showed that student teachers reported a higher level of mindfulness, emotional distancing, and study satisfaction than beginning teachers. Despite these differences between the both samples, the results demonstrated that the associations between mindfulness, cognitive regulation strategies, emotional exhaustion, and study satisfaction were similar for student teachers and beginning teachers. Emotional distancing, as adaptive strategy, partially mediated the relationship between mindfulness and emotional exhaustion, whereas resignation, as a maladaptive strategy, was not a significant mediator. Findings suggest that stress prevention programs that combine mindfulness exercises and cognitive restructuring techniques (e.g., adaptive strategies) may be promising intervention for student teachers’ as well as beginning teachers’ mental health and well-being.
vorige artikel Mindfulness, Construction of Meaning, and Sustainable Food Consumption
volgende artikel Mechanisms of Mindfulness in the General Population

Met onderstaand(e) abonnement(en) heeft u direct toegang:

BSL Psychologie Totaal

Met BSL Psychologie Totaal blijf je als professional steeds op de hoogte van de nieuwste ontwikkelingen binnen jouw vak. Met het online abonnement heb je toegang tot een groot aantal boeken, protocollen, vaktijdschriften en e-learnings op het gebied van psychologie en psychiatrie. Zo kun je op je gemak en wanneer het jou het beste uitkomt verdiepen in jouw vakgebied.

Meer informatie
Literatuur
Abele, A. E., & Candova, A. (2007). Prädiktoren des Belastungserlebens im Lehrerberuf. Befunde einer 4-jährigen Längsschnittstudie [Predicting teachers’ stress experience: Findings from a 4-year longitudinal study]. Zeitschrift für Pädagogische Psychologie, 21(2), 107–118. CrossRef
Alleva, J., Roelofs, J., Voncken, M., Meevissen, Y., & Alberts, H. (2014). On the relation between mindfulness and depressive symptoms: rumination as a possible mediator. Mindfulness, 5(1), 72–79. CrossRef
Arbuckle, J. L. (1996). Full information estimation in the presence of incomplete data. In G. A. Marcoulides & R. E. Schumacker (Eds.), Advanced structural equation modeling (pp. 243–277). Mahwah: Lawrence Erlbaum Publishers.
Arbuckle, J. L. (2012). IBM SPSS Amos 20. User’s Guide. Amos Development Corporation. Chicago: SPSS Inc.
Arens, A. K., & Morin, A. J. S. (2016). Relations between teachers’ emotional exhaustion and students’ educational outcomes. Journal of Educational Psychology, 108(6), 800–813. CrossRef
Backovic, D. V., Zivojinovic, J. I., Maksimovic, J., & Maksimovic, M. (2012). Gender differences in academic stress and burnout among medical students in final years of education. Psychiatria Danubina, 24(2), 175–181. PubMed
Baer, R. A. (2003). Mindfulness training as a clinical intervention: A conceptual and empirical review. Clinical Psychology: Science and Practice, 10(2), 125–143.
Baer, R. A., Smith, G. T., Hopkins, J., Krietemeyer, J., & Toney, L. (2006). Using self-report assessment methods to explore facets of mindfulness. Assessment, 13(1), 27–45. PubMedCrossRef
Bamber, M. D., & Schneider, J. K. (2016). Mindfulness-based meditation to decrease stress and anxiety in college students: A narrative synthesis of the research. Educational Research Review, 18, 1–32. CrossRef
Blanz, M. (2014). How do study satisfaction and academic performance interrelate? European Journal of Social Work, 17(2), 281–292. CrossRef
Briner, R., & Dewberry, C. (2007). Staff wellbeing is key to school success. A research study into the links between staff wellbeing and school performance. London: Worklife Support.
Brown, K. W., & Ryan, R. M. (2003). The benefits of being present: mindfulness and its role in psychological well -being. Journal of Personality and Social Psychology, 84(4), 822–848. PubMedCrossRef
Burg, J. M., & Michalak, J. (2011). The healthy quality of mindful breathing: Associations with rumination and depression. Cognitive Therapy and Research, 35, 179–185. CrossRef
Coffey, K. A., & Hartman, M. (2008). Mechanisms of action in the inverse relationship between mindfulness and psychological distress. Complementary Health Practice Review, 13(2), 79–91. CrossRef
Cooke, R., Bewick, B. M., Barkham, M., Bradley, M., & Audin, K. (2006). Measuring, monitoring and managing the psychological well-being of first year university students. British Journal of Guidance & Counselling, 35(1), 41–57.
Cortina, K. S., & Thames, M. H. (2013). Teacher education in Germany. In M. Kunter, J. Baumert, W. Blum, U. Klusmann, S. Krauss, & M. Neubrand (Eds.), Cognitive activation in the mathematics classroom and professional competence of teachers: Results from the COACTIV project (Mathematics Teacher Education) (pp. 49–62). New York: Springer. CrossRef
Desrosiers, A., Vine, V., Klemanski, D., & Nolen-Hoeksema. (2013). Mindfulness and emotion regulation in depression and anxiety: Common and distinct mechanisms of action. Depression and Anxiety, 30(7), 654–661. PubMedPubMedCentralCrossRef
Dicke, T., Parker, P. D., Holzberger, D., Kunina-Habenicht, O., Kunter, M., & Leutner, D. (2015). Beginning teachers’ efficacy and emotional exhaustion: Latent changes, reciprocity, and the influence of professional knowledge. Contemporary Educational Psychology, 41, 62–72. CrossRef
Dixon, S. K., & Robinson Kurpius, S. E. (2008). Depression and college stress among university undergraduates: Do mattering and self-esteem make a difference? Journal of College Student Development, 49(5), 412–424. CrossRef
Dubert, C. J., Schumacher, A. M., Locker, L., Gutierrez, A. P., & Barnes, V. A. (2016). Mindfulness and emotion regulation among nursing students: Investigating the mediation effect of working memory capacity. Mindfulness, 7(5), 1061–1070. CrossRef
Enzmann, D., & Kleiber, D. (1989). Helfer-Leiden. Streß und burnout in psychosozialen Berufen [Stress and burnout in psychosocial work]. Heidelberg: Roland Asanger.
Garland, E. L., Fredrickson, B., Kring, A. M., Johnson, D. P., Meyer, P. S., & Penn, D. L. (2010). Upward spirals of positive emotions counter downward spirals of negativity: Insights from the broaden-and-build theory and affective neuroscience on the treatment of emotion dysfunctions and deficits in psychopathology. Clinical Psychology Review, 30(7), 849–864. PubMedPubMedCentralCrossRef
Garland, E. L., Gaylord, S. A., & Fredrickson, B. L. (2011). Positive reappraisal mediates the stress-reductive effects of mindfulness: An upward spiral process. Mindfulness, 2(1), 59–67. CrossRef
Garnefski, N., Kraaij, V., & Spinhoven, P. (2001). Negative life events, cognitive emotion regulation and emotional problems. Personality and Individual Differences, 30, 1311–1327. CrossRef
Gerlitz, J.-Y., & Schupp, J. (2005). Zur Erhebung der big-five-basierten Persönlichkeitsmerkmale im SOEP [Investigation of the Big-Five personality characteristics - SOEP]. Berlin: DIW Berlin.
Germer, C. K. (2009). The mindful path to self-compassion: Freeing yourself from destructive thoughts and emotions. New York: Guilford Press.
Giluk, T. L. (2009). Mindfulness , big-five personality, and affect: A meta -analysis. Personality and Individual Differences, 47, 805–811. CrossRef
Grob, A., & Horowitz, D. (2014). FEEL-E. Bern: Huber.
Guglielmi, R. S., & Tatrow, K. (1998). Occupational stress, burnout, and health in teachers: A methodological and theoretical analysis. Review of Educational Research, 68, 61–99. CrossRef
Gunthert, K. C., Cohen, L. H., & Armeli, S. (1999). Role of neuroticism in daily stress and coping. Journal of Personality and Social Psychology, 77(5), 1087–1100. PubMedCrossRef
Halland, E., de Vibe, M., Solhaug, I., Friborg, O., Rosenvinge, J. H., Tyssen, R., et al. (2015). Mindfulness training improves problem -focused coping in psychology and medical students: Results from a randomized controlled trial. College Student Journal, 49(3), 387–398.
Hill, C. L. M., & Updegraff, J. A. (2012). Mindfulness and its relationship to emotional regulation. Emotion, 12(1), 81–90. PubMedCrossRef
Hinterman, C., Burns, L., Hopwood, D., & Rogers, W. (2012). Mindfulness: Seeking a more perfect approach to coping with life’s challenges. Mindfulness, 3(4), 275–281. CrossRef
Janke, W., Erdmann, G., & Kallus, K. W. (1997). Streßverarbeitungsfragebogen [Stress management questionnaire ]. Göttingen: Hogrefe.
Kabat-Zinn, J. (2003). Mindfulness -based interventions in context: Past, present, and future. Clinical Psychology: Science and Practice, 10, 144–156.
Kiken, L. G., Garland, E. L., Bluth, K., Palsson, O. S., & Gaylord, S. A. (2015). From a state to a trait: trajectories of state mindfulness in meditation during intervention predict changes in trait mindfulness. Personality and Individual Differences, 81, 41–46. PubMedPubMedCentralCrossRef
Klusmann, U., Kunter, M., Trautwein, U., Lüdtke, O., & Baumert, J. (2008). Teachers’ occupational well-being and quality of instruction: The important role of self-regulatory patterns. Journal of Educational Psychology, 100, 702–715. CrossRef
Klusmann, U., Kunter, M., Voss, T., & Baumert, J. (2012). Berufliche Beanspruchung von angehenden Lehrkräften: Die Effekte von Persönlichkeit, praktischer Erfahrung und professioneller Kompetenz. [Emotional exhaustion and job satisfaction of beginning teachers: The role of personality, educational experience and professional competence.]. Zeitschrift für Pädagogische Psychologie, 26(4), 275–290. CrossRef
Klusmann, U., Richter, D., & Lüdtke, O. (2016). Teachers’ emotional exhaustion is negatively related to students’ achievement: Evidence from a large-scale assessment study. Journal of Educational Psychology, 108(8), 1193–1203. CrossRef
Künsting, J., Billich-Knapp, M., & Lipowsky, F. (2012). Profile der Anforderungsbewältigung zu Beginn des Lehramtsstudiums. [Profiles of strain coping at the beginning of a teacher education program at the university.]. Journal for Educational Research Online, 4(2), 84–119.
Lewin, K. (1999). Studienabbruch in Deutschland [University drop-out rate in Germany]. In M. Schröder-Gronostay, & H. D. Daniel (Eds.), Studienerfolg und Studienabbruch (pp. 17–49). Neuwied: Luchterhand.
Litmanen, T., Loyens, S. M. M., Sjöblom, K., & Lonka, K. (2014). Medical students’ perceptions of their learning environment, well-being and academic self-concept. Creative Education, 5, 1856–1868. CrossRef
Maslach, C., Jackson, S. E., & Leiter, M. P. (1996). The Maslach Burnout Inventory (3rd ed.). Palo Alto: Consulting Psychologists Press.
Maslach, C., Schaufeli, W. B., & Leiter, M. P. (2001). Job Burnout. Annual Review of Psychology, 52, 397–422. PubMedCrossRef
McCrae, R. R. (1990). Controlling neuroticism in the measurement of stress. Stress Medicine, 6, 237–241. CrossRef
Medvedev, O. N., Siegert, R. J., Feng, J., Billington, R., Jang, Y., & Krageloh, C. (2016). Measuring trait mindfulness: how to improve the precision of the mindful attention awareness scale using a Rasch model. Mindfulness, 7(2), 384–395. CrossRef
Medvedev, O. N., Krägeloh, C. U., Narayanan, A., & Siegert, R. J. (2017). Measuring mindfulness: applying generalizability theory to distinguish betwenn state and trait. Mindfulness, 8(4), 1036–1046. CrossRef
Meulemann, H. (1991). Zufriedenheit und Erfolg in der Bildungslaufbahn. Ein Längsschnitt vom Gymnasium bis zum Studienabschluss. Zeitschrift für Sozialisationsforschung und Erziehungssoziologie, 11, 215–238.
Michalak, J., Heidenreich, T., Ströhle, G., & Nachtigall, C. (2008). Die deutsche version der mindful attention and awareness scale. Psychometrische Befunde zu einem Achtsamkeitsfragebogen [German version of the MAAS—Psychometric features of a mindfulness questionnaire]. Zeitschrift für Klinische Psychologie und Psychotherapie, 37, 200–208. CrossRef
Nagar, K. (2012). Organizational commitment and job satisfaction among teachers during times of burnout. Vikalpa, 37(2), 43–60. CrossRef
Preacher, K. J., & Hayes, A. F. (2008). Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models. Behavior Research Methods, 40, 879–891. PubMedCrossRef
Quinones, C., Rodríguez-Carvajal, R., & Griffiths, M. D. (2016). Testing A Eustress—Distress Emotion Regulation Model in British and Spanish Front-Line Employees. International Journal of Stress Management. Advance online publication. https://​doi.​org/​10.​1037/​str0000021.
Rauin, U. (2007). Im Studium wenig engagiert—im Beruf schnell überfordert. [Low engagement during study—quickly overstrained at work]. Forschung aktuell, 3, 60–64.
Regehr, C., Glancy, D., & Pitts, A. (2013). Interventions to reduce stress in university students: A review and meta-analysis. Journal of Affective Disorders, 148, 1–11. PubMedCrossRef
Roloff Henoch, J., Klusmann, U., Lüdtke, O., & Trautwein, U. (2016). Berufliche Selbstregulation im Hochschulstudium: Der Zusammenhang mit Persönlichkeit und Wohlbefinden. [Occupational self-regulation in university education: The relationship with big-five personality dimensions and subjective well-being.]. Unterrichtswissenschaft, 44, 25–39.
Römer, J., Appel, J., Rauin, U., & Drews, F. (2012). Burnout-Risiko von Lehramts- und Jurastudierenden der Anfangssemester [Burnout risk for freshman undergraduates of teaching and law]. Prävention und Gesundheitsförderung, 7(3), 203–208. CrossRef
Sauer, S., Walach, H., Schmidt, S., Hinterberger, T., Lynch, S., Büssing, A., & Kohls, N. (2013). Assessment of mindfulness: Review on state of the art. Mindfulness, 4(1), 3–17. CrossRef
Schaarschmidt, U. (2004). Fit für den Lehrerberuf? Psychische Gesundheit von Lehramtsstudierenden und Referendaren [Fit for the teacher job? Mental health of student teachers and beginning teachers]. In U. Beckmann, H. Brandt, & H. Wagner (Eds.), Ein neues Bild vom Lehrerberuf? Pädagogische Professionalität nach Pisa (pp. 100–115). Weinheim: Beltz.
Schaarschmidt, U., & Fischer, A. W. (2008). AVEM – Arbeitsbezogenes Verhaltens- und Erlebensmuster [MECCA - Work-Related Behaviour and Experience Patterns]. London: Pearson.
Schermelleh-Engel, K., Moosbrugger, H., & Müller, H. (2003). Evaluating the fit of structural equation models: tests of significance and descriptive goodness-of-fit measures. Methods of Psychological Research Online, 8, 23–74.
Shapiro, S. L., Carlson, L. E., Astin, J. A., & Freedman, B. (2006). Mechanisms of mindfulness. Journal of Clinical Psychology, 67, 267–277. CrossRef
Shen, B., McCaughtry, N., Martin, J. J., Garn, A. C., Kulik, N., & Fahlman, M. (2015). The relationship between teacher burnout and student motivation. British Journal of Educational Psychology, 85, 519–532. PubMedCrossRef
Stallman, H. M. (2010). Psychological distress in university students: A comparison with general population data. Australian Psychologist, 45(4), 249–257. CrossRef
Thees, S., Gobel, J., Jose, G., Bohrhardt, R., & Esch, T. (2012). Die Gesundheit von Studierenden im Bologna-Prozess. Untersuchung zu Gesundheitsverhalten, Stress und Wohlbefinden zeigen Handlungsbedarf [Students’ health in the bologna process. Studies on health behavior, stress, and well-being show a need for action.]. Prävention und Gesundheitsförderung, 7(3), 196–202. CrossRef
Tiefenthaler-Gilmer, U. (2002 ). An awareness-meditation program as clinical intervention method: Treatment effectiveness evaluation study on fibromyalgia patients (Unpublished Dissertation). University of Wien, Wien.
Tsouloupas, C. N., Carson, R. L., Matthews, R., Grawitch, M., & Barber, L. (2010). Exploring the association between teachers’ perceived student misbehavior and emotional exhaustion: The importance of teacher efficacy beliefs and emotion regulation. Educational Psychology, 30(2), 173–189. CrossRef
Tyssen, R., Vaglum, P., Grønvold, N. T., & Ekeberg, Ø. (2005). The relative importance of individual and organizational factors for the prevention of job stress during internship: A nationwide and prospective study. Medical Teacher, 27(8), 726–731. PubMedCrossRef
Unger, M., Zaussinger, S., Angel, S., Dünser, L., Grabher, A., Hartl, J., et al. (2010). Studierenden-Sozialerhebung 2009. Bericht zur sozialen Lage der Studierenden [Student social survey 2009. Report of the social situation of students]. Wien: Bundesministerium für Wissenschaft und Forschung.
Veenman, S. (1984). Perceived problems of beginning teachers. Review of Educational Research, 54(2), 143–178. CrossRef
Walach, H., Buchheld, N., Buttenmüller, V., Kleinknecht, N., Grossman, P., & Schmidt, S. (2004). Empirische Erfassung der Achtsamkeit—Die Konstruktion des Freiburger Fragebogens zur Achtsamkeit (FFA) und weitere Validierungsstudien [Empirical assessment of mindfulness—The construction of the Freiburger Fragebogen zur Achtsamkeit (FFA, Freiburg Questionnaire of Mindfulness) and other validation studies]. In T. Heidenreich, & J. Michalak (Eds.) Achtsamkeit und Akzeptanz in der Psychotherapie (pp. 727–770). Tübingen: DGVT.
Westermann, R., Heise, E., Spies, K., & Trautwein, U. (1996). Identifikation und Erfassung von Komponenten der Studienzufriedenheit. [Identifying and assessing components of student satisfaction]. Psychologie in Erziehung und Unterricht, 43, 1–22.
Williams, J. M. G. (2008). Mindfulness, depression and modes of mind. Cognitive Therapy and Research, 32, 721–733. CrossRef
Zimmermann, F., Kaiser, J., Bernholt, A., Bauer, J., & Rösler, L. (2016). Veränderungsverläufe in Burnout-Dimensionen: Die Bedeutung personaler und sozialer Faktoren angehender Lehrkräfte im Vorbereitungsdienst. Psychologie in Erziehung und Unterricht, 63(4), 258–277. CrossRef
Metagegevens
Titel
Cognitive Emotional Regulation Strategies: Potential Mediators in the Relationship Between Mindfulness, Emotional Exhaustion, and Satisfaction?
Auteurs
Constance Karing
Andreas Beelmann
Publicatiedatum
29-06-2018
Uitgeverij
Springer US
Gepubliceerd in
Mindfulness / Uitgave 3/2019
Print ISSN: 1868-8527
Elektronisch ISSN: 1868-8535
DOI
https://doi.org/10.1007/s12671-018-0987-z

Andere artikelen Uitgave 3/2019

Mindfulness 3/2019 Naar de uitgave

ORIGINAL PAPER

Pathways to Vitality: the Role of Mindfulness and Coping

ORIGINAL PAPER

The Role of Dispositional Mindfulness in the Longitudinal Associations Between Stressors, Maladaptive Schemas, and Depressive Symptoms in Adolescents

REVIEW

Mindfulness for the Mental Health and Well-Being of Post-Secondary Students: A Systematic Review and Meta-Analysis

REVIEW

Hacking Stigma by Loving Yourself: a Mediated-Moderation Model of Self-Compassion and Stigma

ORIGINAL PAPER

Protective Effects of Interpersonal Mindfulness for Teachers’ Emotional Supportiveness in the Classroom

ORIGINAL PAPER

Facets of Mindfulness Predict Depressive and Anxiety Symptom Improvement Above CBT Skills

Version: 0.1964.0