Department of Education and Rehabilitation, Faculty of Education, East China Normal University, Shanghai, China.
School of Psychology, Nanjing Normal University, Nanjing, China.
J Community Psychol. 2019 Sep;47(7):1799-1809. doi: 10.1002/jcop.22229. Epub 2019 Aug 2.
This study aimed to explore the mediating effect of perceived social support on the relationship between mindfulness and burnout in Chinese special education teachers. Three hundred and seven teachers completed the Five-Facet Mindfulness Questionnaire, Multi-dimensional Scale of Perceived Social Support Scale, and Teacher Burnout Inventory. The results showed that burnout was negatively correlated with mindfulness and perceived social support, while perceived social support was positively correlated with mindfulness. Moreover, perceived social support partially mediated the effect of mindfulness on special education teachers' burnout. These results suggest that the use of mindfulness combined with perceived social support may be beneficial for preventing and mitigating burnout among special education teachers.
本研究旨在探讨正念在中特殊教育教师职业倦怠与知觉社会支持之间的中介作用。307 名教师完成了五因素正念问卷、多维知觉社会支持量表和教师倦怠量表。结果表明，倦怠与正念和知觉社会支持呈负相关，而知觉社会支持与正念呈正相关。此外，知觉社会支持部分中介了正念对特殊教育教师职业倦怠的影响。这些结果表明，正念与知觉社会支持的结合使用可能有益于预防和减轻特殊教育教师的职业倦怠。
