Top

Mindfulness

Gepubliceerd in:

01-06-2019 | ORIGINAL PAPER

The Role of Dispositional Mindfulness and Self-compassion in Educator Stress

Auteurs: Yoon-Suk Hwang, Oleg N. Medvedev, Chris Krägeloh, Kirstine Hand, Jae-Eun Noh, Nirbhay N. Singh

Gepubliceerd in: Mindfulness | Uitgave 8/2019

Abstract

Objectives

Compromised educator well-being creates educational, social, and economic problems, which are not resolved by knowledge of risk factors alone. The present study explored the protective role of dispositional mindfulness and self-compassion within the context of educator stress.

Methods

A total of 231 educators from 21 Australian schools completed online surveys including measures of perceived stress, mindfulness, self-compassion, student-teacher relationships, experiences in close relationships, and eating and sleeping patterns, which were used for correlation, regression, and path analysis.

Results

The present study identified multiple predictors of perceived stress, with self-compassion as the strongest significant predictor. Findings of path analyses also demonstrated that lower levels of dispositional mindfulness and higher levels of anxiety in close relationships were associated with poor sleep quality, and this association was mediated by higher levels of perceived stress. The same potential pathways were suggested with self-compassion replacing dispositional mindfulness.

Conclusions

The role of dispositional mindfulness and self-compassion is discussed as protective resources that could be utilized in times of stress.

vorige artikel Meditation on the Breath: Mindfulness and Focused Attention

volgende artikel Are We Forgetting Sati? Memory and the Benefits of Mindfulness from a Non-Buddhist Viewpoint

Ahnert, L., Harwardt-Heinecke, E., Kappler, G., Eckstein-Madry, T., & Milatz, A. (2012). Student–teacher relationships and classroom climate in first grade: how do they relate to students’ stress regulation? Attachment & Human Development, 14(3), 249–263.CrossRef

Anglé, S., Engblom, J., Eriksson, T., Kautiainen, S., Saha, M.-T., Lindfors, P., . . . Rimpela, A. (2009). Three factor eating questionnaire-R18 as a measure of cognitive restraint, uncontrolled eating and emotional eating in a sample of young Finnish females. The International Journal of Behavioral Nutrition and Physical Activity, 6(1), 41–47.PubMedPubMedCentralCrossRef

Antoniou, A. S., Polychroni, F., & Vlachakis, A. N. (2006). Gender and age differences in occupational stress and professional burnout between primary and high-school teachers in Greece. Journal of Managerial Psychology, 21(7), 682–690.CrossRef

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.PubMed

Bakker, A. B., Petrou, P., & Tsaousis, I. (2012). Inequity in work and intimate relationships: a Spillover–Crossover model. Anxiety, Stress & Coping, 25(5), 491–506.CrossRef

Becker, B. D., Gallagher, K. C., & Whitaker, R. C. (2017). Teachers’ dispositional mindfulness and the quality of their relationships with children in Head Start classrooms. Journal of School Psychology, 65, 40–53.PubMedCrossRef

Buysse, D. J., Reynolds, C. F., Monk, T. H., Berman, S. R., & Kupfer, D. J. (1989). The Pittsburgh Sleep Quality Index: a new instrument for psychiatric practice and research. Psychiatry Research, 28(2), 193–213.PubMedCrossRef

Cheema, J. R. (2014). A review of missing data handling methods in education research. Review of Educational Research, 84(4), 487–508.CrossRef

Cinamon, R. G., Rich, Y., & Westman, M. (2007). Teachers’ occupation-specific work-family conflict. The Career Development Quarterly, 55(3), 249–261.CrossRef

Cohen, S., Kamarck, T., & Mermelstein, R. (1983). A global measure of perceived stress. Journal of Health and Social Behavior, 24(4), 385–396.PubMedCrossRef

Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale: Earlbaum.

Cotter, E. W., & Kelly, N. R. (2018). Stress-related eating, mindfulness, and obesity. Health Psychology, 37(6), 516–525.PubMedPubMedCentralCrossRef

De Chavez, A., Backett-Milburn, K., Parry, O., & Platt, S. (2005). Understanding and researching wellbeing: its usage in different disciplines and potential for health research and health promotion. Health Education Journal, 64(1), 70–87.CrossRef

de Lauzon, B., Romon, M., Deschamps, V., Lafay, L., Borys, J.-M., Karlsson, J., . . . Charles, M. A. (2004). The three-factor eating questionnaire-R18 is able to distinguish among different eating patterns in a general population. The Journal of Nutrition, 134(9), 2372–2380.PubMedCrossRef

Flook, L., Goldberg, S. B., Pinger, L., Bonus, K., & Davidson, R. J. (2013). Mindfulness for teachers: a pilot study to assess effects on stress, burnout, and teaching efficacy. Mind, Brain, and Education, 7(3), 182–195. https://doi.org/10.1111/mbe.12026.CrossRef

Fraley, R. C., Waller, N. G., & Brennan, K. A. (2000). An item response theory analysis of self-report measures of adult attachment. Journal of Personality and Social Psychology, 78(2), 350–365.PubMedCrossRef

Fujishiro, K., Farley, A. N., Kellemen, M., & Swoboda, C. M. (2017). Exploring associations between state education initiatives and teachers’ sleep: a social-ecological approach. Social Science & Medicine, 191, 151–159.CrossRef

Germer, C. (2009). The mindful path to self-compassion: freeing yourself from destructive thoughts and emotions. New York: Guilford Press.

Grandner, M. A., Kripke, D. F., Yoon, I. Y., & Youngstedt, S. D. (2006). Criterion validity of the Pittsburgh Sleep Quality Index: investigation in a non-clinical sample. Sleep and Biological Rhythms, 4(2), 129–136.PubMedPubMedCentralCrossRef

Halleröd, B., & Seldén, D. (2013). The multi-dimensional characteristics of wellbeing: how different aspects of wellbeing interact and do not interact with each other. Social Indicators Research, 113(3), 807–825.CrossRef

Hargreaves, A. (2000). Mixed emotions: teachers’ perceptions of their interactions with students. Teaching and Teacher Education, 16(8), 811–826.CrossRef

Hibbs-Shipp, S. K., Milholland, M., & Bellows, L. (2015). Barriers and facilitators to healthy eating and activity in head start staff: an opportunity for worksite wellness. American Journal of Health Education, 46(6), 347–350.CrossRef

Hoffmann, S., Tug, S., & Simon, P. (2013). Obesity prevalence and unfavorable health risk behaviors among German kindergarten teachers: cross-sectional results of the kindergarten teacher health study. BMC Public Health, 13(1), 927–938.PubMedPubMedCentralCrossRef

Hu, L., & Bentler, P. M. (1998). Fit indices in covariance structure modeling: sensitivity to under parameterized model misspecification. Psychological Methods, 3(4), 424–453.CrossRef

Hughes, J. N. (2012). Teacher–student relationships and school adjustment: progress and remaining challenges. Attachment & Human Development, 14(3), 319–327.CrossRef

Hwang, Y.-S., Bartlett, B., Greben, M., & Hand, K. (2017). A systematic review of mindfulness interventions for in-service teachers: a tool to enhance teacher wellbeing and performance. Teaching and Teacher Education, 64, 26–42. https://doi.org/10.1016/j.tate.2017.01.015.CrossRef

Kabat-Zinn, J. (1994). Wherever you go, there you are: mindfulness meditation in everyday life. New York: Hyperion.

Karl, A., Williams, M., Cardy, J., Kuyken, W., & Crane, C. (2018). Dispositional self-compassion and responses to mood challenge in people at risk for depressive relapse/recurrence. Clinical Psychology & Psychotherapy, 25(5), 621–633.CrossRef

Karlsson, J., Persson, L. O., Sjöström, L., & Sullivan, M. (2000). Psychometric properties and factor structure of the Three-Factor Eating Questionnaire (TFEQ) in obese men and women. Results from the Swedish Obese Subjects (SOS) study. International Journal of Obesity and Related Metabolic Disorders, 24(12), 1715–1725.PubMedCrossRef

Klassen, R. M., & Chiu, M. M. (2010). Effects on teachers’ self-efficacy and job satisfaction: teacher gender, years of experience, and job stress. Journal of Educational Psychology, 102(3), 741–756.CrossRef

Kottwitz, M. U., Gerhardt, C., Pereira, D., Iseli, L., & Elfering, A. (2018). Teacher’s sleep quality: linked to social job characteristics? Industrial Health, 56(1), 53–61.PubMedCrossRef

Kyriacou, C. (2011). Teacher stress: from prevalence to resilience. In J. Langan-Fox & C. L. Cooper (Eds.), Handbook of stress in the occupations (pp. 161–173). Northampton: Edward Elgar Publishing.

Kyriacou, C., & Sutcliffe, J. (1978). A model of teacher stress. Educational Studies, 4(1), 1–6.CrossRef

Lazarus, R. S. (1966). Psychological stress and the coping process. New York: McGraw-Hill.

Lazarus, R. S. (1991). Progress on a cognitive-motivational-relational theory of emotion. American Psychologist, 46(8), 819–834.CrossRefPubMed

Lazarus, R. S. (1993). From psychological stress to the emotions: a history of changing outlooks. Annual Review of Psychology, 44, 1–21.PubMedCrossRef

Little, R. J. A. (1988). A test of missing completely at random for multivariate data with missing values. Journal of the American Statistical Association, 83, 1198–1202.CrossRef

McCormick, M. P., O’Connor, E. E., Cappella, E., & McClowry, S. G. (2013). Teacher–child relationships and academic achievement: a multilevel propensity score model approach. Journal of School Psychology, 51(5), 611–624.PubMedCrossRef

Medvedev, O. N., Titkova, E. A., Siegert, R. J., Hwang, Y. S., & Krägeloh, C. U. (2018). Evaluating short versions of the Five Facet Mindfulness Questionnaire using Rasch analysis. Mindfulness, 9(5), 1411–1422.CrossRef

Michael, G., Anastasios, S., Helen, K., Catherine, K., & Christine, K. (2009). Gender differences in experiencing occupational stress: the role of age, education and marital status. Stress and Health, 25(5), 397–404.CrossRef

Milatz, A., Lüftenegger, M., & Schober, B. (2015). Teachers’ relationship closeness with students as a resource for teacher wellbeing: a response surface analytical approach. Frontiers in Psychology, 6, 1–16.CrossRef

Moè, A. (2016). Harmonious passion and its relationship with teacher well-being. Teaching and Teacher Education, 59, 431–437.CrossRef

Neff, K., Kirkpatrick, K. L., & Rude, S. S. (2007). Self-compassion and adaptive psychological functioning. Journal of Research in Personality, 41(1), 139–154.CrossRef

Neff, K. D., Whittaker, T. A., & Karl, A. (2017). Examining the factor structure of the self-compassion scale in four distinct populations: is the use of a total scale score justified? Journal of Personality Assessment, 99(6), 596–607. https://doi.org/10.1080/00223891.2016.1269334.PubMedCrossRef

Nevitt, J., & Hancock, G. R. (2001). Performance of bootstrapping approaches to model test statistics and parameter standard error estimation in structural equation modeling. Structural Equation Modeling, 8(3), 353–377.CrossRef

Ng, M., Fleming, T., Robinson, M., Thomson, B., Graetz, N., Margono, C., . . . Gakidou, E. (2014). Global, regional, and national prevalence of overweight and obesity in children and adults during 1980-2013: a systematic analysis for the Global Burden of Disease Study 2013. Lancet, 384, 766–781.PubMedPubMedCentralCrossRef

OECD (2014). TALIS 2013 results: an international perspective on teaching and learning. TALIS, OECD Publishing. Retrieved on 1st October 2018 from https://doi.org/10.1787/9789264196261-en.

Pianta, R. C., & Stuhlman, M. W. (2004). Teacher-child relationships and children’s success in the first years of school. School Psychology Review, 33(3), 444–458.

Raes, F., Pommier, E., Neff, K. D., & Van Gucht, D. (2011). Construction and factorial validation of a short form of the Self-Compassion Scale. Clinical Psychology and Psychotherapy, 18(3), 250–255.PubMedCrossRef

Reilly, E., Dhingra, K., & Boduszek, D. (2014). Teachers’ self-efficacy beliefs, self-esteem, and job stress as determinants of job satisfaction. International Journal of Educational Management, 28(4), 365–378.

Riley, P. (2017). The Australian principal occupational health, safety and wellbeing survey 2017 data. Retrieved from: https://www.principalhealth.org/au/2017_Report_AU_FINAL.pdf.

Roorda, D. L., Koomen, H. M. Y., Spilt, J. L., & Oort, F. J. (2011). The influence of affective teacher–student relationships on students’ school engagement and achievement: a meta-analytic approach. Review of Educational Research, 81(4), 493–529.CrossRef

Ryan, S. V., Embse, N. P. v. d., Pendergast, L. L., Saeki, E., Segool, N., & Schwing, S. (2017). Leaving the teaching profession: the role of teacher stress and educational accountability policies on turnover intent. Teaching and Teacher Education, 66, 1–11.CrossRef

Schmitt, M. B., Pentimonti, J. M., & Justice, L. M. (2012). Teacher–child relationships, behavior regulation, and language gain among at-risk preschoolers. Journal of School Psychology, 50(5), 681–699.PubMedCrossRef

Sibley, C. G., Fischer, R., & Liu, J. H. (2005). Reliability and validity of the revised experiences in close relationships (ECR-R) self-report measure of adult romantic attachment. Personality and Social Psychology Bulletin, 31(11), 1524–1536.PubMedCrossRef

Skaalvik, E. M., & Skaalvik, S. (2011). Teacher job satisfaction and motivation to leave the teaching profession: relations with school context, feeling of belonging, and emotional exhaustion. Teaching and Teacher Education, 27(6), 1029–1038.CrossRef

Skaalvik, E. M., & Skaalvik, S. (2015). Job satisfaction, stress and coping strategies in the teaching profession-what do teachers say? International Education Studies, 8(3), 181–192.CrossRef

Spilt, J. L., & Koomen, H. M. Y. (2009). Widening the view on teacher–child relationships: teachers’ narratives concerning disruptive versus non-disruptive children. School Psychology Review, 38, 86–101.

Spilt, J. L., Koomen, H. M. Y., & Thijs, J. T. (2011). Teacher wellbeing: the importance of teacher–student relationships. Educational Psychology Review, 23(4), 457–477.

Taylor, C., Harrison, J., Haimovitz, K., Oberle, E., Thomson, K., Schonert-Reichl, K., & Roeser, R. (2016). Examining ways that a mindfulness-based intervention reduces stress in public school teachers: a mixed-methods study. Mindfulness, 7(1), 115–129. https://doi.org/10.1007/s12671-015-0425-4.CrossRef

Thomas, N., Clarke, V., & Lavery, J. (2003). Self-reported work and family stress of female primary teachers. Australian Journal of Education, 47(1), 73–87.CrossRef

Tomlinson, E. R., Yousaf, O., Vittersø, A. D., & Jones, L. (2018). Dispositional mindfulness and psychological health: a systematic review. Mindfulness, 9(1), 23–43.PubMed

Troesch, L. M., & Bauer, C. E. (2017). Second career teachers: job satisfaction, job stress, and the role of self-efficacy. Teaching and Teacher Education, 67, 389–398.CrossRef

Tsouloupas, C. N., Carson, R. L., Matthews, R., Grawitch, M. J., & Barber, L. K. (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

Van Dam, N. T., Sheppard, S. C., Forsyth, J. P., & Earleywine, M. (2011). Self-compassion is a better predictor than mindfulness of symptom severity and quality of life in mixed anxiety and depression. Journal of Anxiety Disorders, 25(1), 123–130.PubMedCrossRef

Van Dam, N. T., Vugt, M. K. v., Vago, D. R., Schmalzl, L., Saron, C. D., Olendzki, A., . . . Meyer, D. E. (2018). Mind the hype: a critical evaluation and prescriptive agenda for research on mindfulness and meditation. Perspectives on Psychological Science, 13(1), 36–61.PubMedCrossRef

Whitaker, R. C., Dearth-Wesley, T., & Gooze, R. A. (2015). Workplace stress and the quality of teacher–children relationships in Head Start. Early Childhood Research Quarterly, 30, 57–69.CrossRef

Titel: The Role of Dispositional Mindfulness and Self-compassion in Educator Stress
Auteurs: Yoon-Suk Hwang
Oleg N. Medvedev
Chris Krägeloh
Kirstine Hand
Jae-Eun Noh
Nirbhay N. Singh
Publicatiedatum: 01-06-2019
Uitgeverij: Springer US
Gepubliceerd in: Mindfulness / Uitgave 8/2019
Print ISSN: 1868-8527
Elektronisch ISSN: 1868-8535
DOI: https://doi.org/10.1007/s12671-019-01183-x

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Abstract

Objectives

Methods

Results

Conclusions

Log in om toegang te krijgen

Andere artikelen Uitgave 8/2019

Effects of Mindfulness-Acceptance-Commitment (MAC) on Sport-Specific Dispositional Mindfulness, Emotion Regulation, and Self-Rated Athletic Performance in a Multiple-Sport Population: an RCT Study

The Effects of Mindfulness Retreats on the Psychological Health of Non-clinical Adults: a Meta-analysis

Mindful Parenting Assessed in Mainland China: Psychometric Properties of the Chinese Version of the Interpersonal Mindfulness in Parenting Scale

Adaptation of a Mindfulness-Based Intervention for Incarcerated Young Men: a Feasibility Study

Long-term Mental Health Effects of Mindfulness Training: a 4-Year Follow-up Study

Impact of the Happy Classrooms Programme on Psychological Well-being, School Aggression, and Classroom Climate