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

Author

Listed:
  • Xiulan Cheng

    (School of Education, Shaanxi Normal University, Xi’an 710062, China)

  • Ying Ma

    (School of Education, Shaanxi Normal University, Xi’an 710062, China)

  • Jiaqi Li

    (School of Education, Shaanxi Normal University, Xi’an 710062, China)

  • Yonghui Cai

    (School of Education, Shaanxi Normal University, Xi’an 710062, China)

  • Ling Li

    (School of Education, Shaanxi Normal University, Xi’an 710062, China)

  • Jiao Zhang

    (School of Education, Shaanxi Normal University, Xi’an 710062, China)

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.

Suggested Citation

  • Xiulan Cheng & Ying Ma & Jiaqi Li & Yonghui Cai & Ling Li & Jiao Zhang, 2020. "Mindfulness and Psychological Distress in Kindergarten Teachers: The Mediating Role of Emotional Intelligence," IJERPH, MDPI, vol. 17(21), pages 1-11, November.
    • Handle: RePEc:gam:jijerp:v:17:y:2020:i:21:p:8212-:d:441115
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    References listed on IDEAS

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    1. Yu Wang & Feng Kong, 2014. "The Role of Emotional Intelligence in the Impact of Mindfulness on Life Satisfaction and Mental Distress," Social Indicators Research: An International and Interdisciplinary Journal for Quality-of-Life Measurement, Springer, vol. 116(3), pages 843-852, May.
    2. Angela Pyle & Christopher DeLuca, 2017. "Assessment in play-based kindergarten classrooms: An empirical study of teacher perspectives and practices," The Journal of Educational Research, Taylor & Francis Journals, vol. 110(5), pages 457-466, September.
    3. Chunxiao Li & Ying Hwa Kee & Yandan Wu, 2019. "Psychometric Properties of the Chinese Version of the Mindfulness in Teaching Scale," IJERPH, MDPI, vol. 16(13), pages 1-9, July.
    4. Alessio Matiz & Franco Fabbro & Andrea Paschetto & Damiano Cantone & Anselmo Roberto Paolone & Cristiano Crescentini, 2020. "Positive Impact of Mindfulness Meditation on Mental Health of Female Teachers during the COVID-19 Outbreak in Italy," IJERPH, MDPI, vol. 17(18), pages 1-22, September.
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    Cited by:

    1. Xuepeng Liu & Qing Wang & Zhenzhen Zhou, 2022. "The Association between Mindfulness and Resilience among University Students: A Meta-Analysis," Sustainability, MDPI, vol. 14(16), pages 1-15, August.
    2. Yingjie Wang & Bowen Xiao & Ying Tao & Yan Li, 2022. "The Relationship between Mindfulness and Job Burnout of Chinese Preschool Teachers: The Mediating Effects of Emotional Intelligence and Coping Style," IJERPH, MDPI, vol. 19(12), pages 1-12, June.
    3. Jose M. León-Pérez & Mindy K. Shoss & Aristides I. Ferreira & Gabriele Giorgi, 2021. "Emerging Issues in Occupational Health Psychology," IJERPH, MDPI, vol. 18(21), pages 1-4, November.
    4. Belinda Agyapong & Pamela Brett-MacLean & Lisa Burback & Vincent Israel Opoku Agyapong & Yifeng Wei, 2023. "Interventions to Reduce Stress and Burnout among Teachers: A Scoping Review," IJERPH, MDPI, vol. 20(9), pages 1-22, April.

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