Teachers "Finding Peace in a Frantic World": An Experimental Study of Self-Taught and Instructor-Led Mindfulness Program Formats on Acceptability, Effectiveness, and Mechanisms.
mediation
mindfulness
self-compassion
teachers
well-being
Journal
Journal of educational psychology
ISSN: 0022-0663
Titre abrégé: J Educ Psychol
Pays: United States
ID NLM: 0135751
Informations de publication
Date de publication:
Nov 2021
Nov 2021
Historique:
received:
28
04
2020
revised:
08
04
2021
accepted:
19
04
2021
entrez:
16
12
2021
pubmed:
17
12
2021
medline:
17
12
2021
Statut:
ppublish
Résumé
Mindfulness training (MT) is considered appropriate for school teachers and enhances well-being. Most research has investigated the efficacy of instructor-led MT. However, little is known about the benefits of using self-taught formats, nor what the key mechanisms of change are that contribute to enhanced teacher well-being. This study compared instructor-led and self-taught MT based on a book (Williams & Penman, 2011) in a sample of secondary school teachers. We assessed expectancy, the degree to which participants believed the intervention was effective, their program engagement, well-being and psychological distress, and evaluated whether mindfulness and self-compassion skills acted as mediators of outcomes. In total, 206 teachers from 43 schools were randomized by school to an instructor-led or self-taught course-77% female, mean age 39 years (
Identifiants
pubmed: 34912129
doi: 10.1037/edu0000542
pii: edu_113_8_1689
pmc: PMC8647626
doi:
Types de publication
Journal Article
Langues
eng
Pagination
1689-1708Subventions
Organisme : Medical Research Council
ID : MC_UU_00005/4
Pays : United Kingdom
Informations de copyright
© 2021 The Author(s).
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