Han Bo, Zhang Kai
School of Humanities, Southeast University, Nanjing, China.
School of Education, Huaibei Normal University, Huaibei, China.
Front Psychol. 2025 Aug 13;16:1640996. doi: 10.3389/fpsyg.2025.1640996. eCollection 2025.
Work engagement not only improves teachers' job performance but also contributes to enhancing their students' academic outcomes and thereby promoting the latter's physical and mental development. Teacher mindfulness can affect work engagement. To clarify the relationship between trait mindfulness and work engagement and its underlying mechanisms, this study constructed a moderated mediation model based on the Conservation of Resources Theory (COR), specifically examining the mediating role of job satisfaction and the moderating role of perceived organizational support. A questionnaire survey was conducted among 3,225 primary and secondary school teachers using convenience sampling, and data were processed with SPSS and Mplus statistical software to assess their states of trait mindfulness, work engagement, job satisfaction, and perceived organizational support. The results showed: (1) Trait mindfulness positively significantly predicted work engagement; (2) Job satisfaction positively mediated the relationship between trait mindfulness and work engagement; (3) Perceived organizational support positively moderated the relationship between trait mindfulness and work engagement; (4) Perceived organizational support also positively moderated the relationship between trait mindfulness and job satisfaction, as well as the mediating effect of job satisfaction between trait mindfulness and work engagement. The findings deepen the theoretical understanding of the interaction mechanisms between trait mindfulness and work engagement and offer practical insights into enhancing teachers' work engagement through trait mindfulness.
工作投入不仅能提高教师的工作绩效，还有助于提高学生的学业成绩，从而促进学生的身心健康发展。教师正念会影响工作投入。为了厘清特质正念与工作投入之间的关系及其潜在机制，本研究基于资源守恒理论（COR）构建了一个有调节的中介模型，具体考察工作满意度的中介作用和感知组织支持的调节作用。采用便利抽样法对3225名中小学教师进行问卷调查，并运用SPSS和Mplus统计软件对数据进行处理，以评估他们的特质正念、工作投入、工作满意度和感知组织支持状况。结果表明：（1）特质正念对工作投入有显著正向预测作用；（2）工作满意度在特质正念与工作投入之间起正向中介作用；（3）感知组织支持在特质正念与工作投入之间起正向调节作用；（4）感知组织支持在特质正念与工作满意度之间也起正向调节作用，同时也调节了工作满意度在特质正念与工作投入之间的中介效应。研究结果深化了对特质正念与工作投入交互机制的理论认识，并为通过特质正念提高教师工作投入提供了实践启示。
