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Mindfulness Training and Reductions in Teacher Stress and Burnout: Results From Two Randomized, Waitlist-Control Field Trials
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- 자료유형학술지논문
- 저자명Roeser, R.W.,Schonert-Reichl, K.A.,Jha, A.,Cullen, M.,Wallace, L.,Wilensky, R.,Oberle, E.,Thomson, K.,Taylor, C.,Harrison, J.
- 학회/출판사/기관명APA AMERICAN PSYCHOLOGICAL ASSOCIATION
- 출판년도2013
- 언어영어
- 학술지명/학위논문주기Journal of educational psychology
- 발행사항Vol.105No.3[2013]_x000D_
- ISBN/ISSN0022-0663
- 소개/요약The effects of randomization to mindfulness training (MT) or to a waitlist-control condition on psychological and physiological indicators of teachers’ occupational stress and burnout were examined in 2 field trials. The sample included 113 elementary and secondary school teachers (89% female) from Canada and the United States. Measures were collected at baseline, post-program, and 3-month follow-up; teachers were randomly assigned to condition after baseline assessment. Results showed that 87% of teachers completed the program and found it beneficial. Teachers randomized to MT showed greater mindfulness, focused attention and working memory capacity, and occupational self-compassion, as well as lower levels of occupational stress and burnout at post-program and follow-up, than did those in the control condition. No statistically significant differences due to MT were found for physiological measures of stress. Mediational analyses showed that group differences in mindfulness and self-compassion at post-program mediated reductions in stress and burnout as well as symptoms of anxiety and depression at follow-up. Implications for teaching and learning are discussed. (PsycINFO Database Record (c) 2013 APA, all rights reserved)
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