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

Xiulan Cheng, Ying Ma, Jiaqi Li, Yonghui Cai, Ling Li and Jiao Zhang
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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

IJERPH, 2020, vol. 17, issue 21, 1-11

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.

Keywords: kindergarten teacher; mindfulness; emotional intelligence (EI); psychological distress (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2020
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (4)

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