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Mindfulness and special education teachers' burnout: The serial multiple mediation effects of self-acceptance and perceived stress
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- 자료유형학술지논문
- 저자명Sun, Jin,Wang, Yongli,Wan, Qin,Huang, Zhaoming.
- 학회/출판사/기관명[Society for Personality Research]. : Society for Personality Research
- 출판년도2019
- 언어영어
- 학술지명/학위논문주기Social behavior and personality
- 발행사항Vol.47No.12[2019]_x000D_
- ISBN/ISSN0301-2212
- 소개/요약We used a serial multiple mediation model of self-acceptance and perceived stress to investigate the relationship between mindfulness and burnout in Chinese special education teachers. Altogether, 307 participants completed the Mindful Attention Awareness Scale, Self-Acceptance Questionnaire, Perceived Stress Scale, and Teacher Burnout Inventory. Results showed that self-acceptance and perceived stress had significant serial multiple mediation effects on the relationship between mindfulness and burnout. Perceived stress also partially mediated the effect of mindfulness on burnout. However, self-acceptance did not have a mediation effect on the relationship between mindfulness and burnout. A practical implication of these findings is that increased use of mindfulness and greater self-acceptance may, as well as reducing perceived stress, help prevent and/or alleviate burnout among special education teachers.
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