School of Education, Shaanxi Normal University, Xi'an 710062, China.
Int J Environ Res Public Health. 2020 Nov 6;17(21):8212. doi: 10.3390/ijerph17218212.
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.
幼儿园教师经常面临巨大的压力。鉴于此，正念已被证明在幼儿园教师的心理健康中起着关键作用。本研究评估了中国大陆 511 名幼儿园教师的教学正念、心理困扰和情绪智力，并探讨了情绪智力的中介作用，以探索幼儿园教师教学正念与心理困扰之间的关联机制。主要结果表明，幼儿园教师的教学正念与心理困扰（抑郁、焦虑和压力）呈负相关。路径分析的结果表明，情绪智力的总分和情绪调节维度（ROE）可以作为显著的中介变量。研究结果表明，正念可能通过情绪智力的中介作用，有助于缓解幼儿园教师的心理困扰。
