Swipe om te navigeren naar een ander artikel
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
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.
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.
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.
The role of dispositional mindfulness and self-compassion is discussed as protective resources that could be utilized in times of stress.
Log in om toegang te krijgen
Met onderstaand(e) abonnement(en) heeft u direct toegang:
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.
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.
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.
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.
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.
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.
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.
Cheema, J. R. (2014). A review of missing data handling methods in education research. Review of Educational Research, 84(4), 487–508.
Cinamon, R. G., Rich, Y., & Westman, M. (2007). Teachers’ occupation-specific work-family conflict. The Career Development Quarterly, 55(3), 249–261.
Cohen, S., Kamarck, T., & Mermelstein, R. (1983). A global measure of perceived stress. Journal of Health and Social Behavior, 24(4), 385–396.
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.
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.
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.
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.
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.
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.
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.
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.
Hargreaves, A. (2000). Mixed emotions: teachers’ perceptions of their interactions with students. Teaching and Teacher Education, 16(8), 811–826.
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.
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.
Hu, L., & Bentler, P. M. (1998). Fit indices in covariance structure modeling: sensitivity to under parameterized model misspecification. Psychological Methods, 3(4), 424–453.
Hughes, J. N. (2012). Teacher–student relationships and school adjustment: progress and remaining challenges. Attachment & Human Development, 14(3), 319–327.
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.
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.
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.
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.
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.
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.
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.
Lazarus, R. S. (1993). From psychological stress to the emotions: a history of changing outlooks. Annual Review of Psychology, 44, 1–21.
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.
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.
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.
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.
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.
Moè, A. (2016). Harmonious passion and its relationship with teacher well-being. Teaching and Teacher Education, 59, 431–437.
Neff, K., Kirkpatrick, K. L., & Rude, S. S. (2007). Self-compassion and adaptive psychological functioning. Journal of Research in Personality, 41(1), 139–154.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
Tomlinson, E. R., Yousaf, O., Vittersø, A. D., & Jones, L. (2018). Dispositional mindfulness and psychological health: a systematic review. Mindfulness, 9(1), 23–43.
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.
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.
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.
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.
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.
- The Role of Dispositional Mindfulness and Self-compassion in Educator Stress
Oleg N. Medvedev
Nirbhay N. Singh
- Springer US