The Mediating Role of Mindfulness in the Relationship between Self-Efficacy and Early Maladaptive Schemas among University Students

Vocational-technical teachers' mindfulness: Does it matter for teachers' well-being and motivation?

Teaching in vocational-technical schools can pose many challenges, which can lead to stressful situations as all aspects of instruction and teaching in this domain involve a high level of anxiety and exhaustion. So, the significant issue in this territory is teachers' motivation which plays a crucial role in enhancing the various types of performance, including organizational performance and it is positively related to job performance and accordingly their well-being. Therefore, teachers' motivation and well-being should be taken into consideration in the vocational-technical academic environment and an increasing number of programs have been in quest of fostering these constructs. To this end, there is growing interest in the function of mindfulness which is very efficient in decreasing teachers' stress while increasing their motivation and well-being. Indeed, as a mental characteristic of vocational-technical educators, mindfulness functions as a technique one can employ. This paper tries to examine the possible contribution of vocational-technical teachers' mindfulness to their efficiency with a focus on well-being and motivation. Accordingly, teachers' well-being and motivation have been the subject of studies that seek to shed light on the potential contributors to teachers' careers; yet, few, if any, studies have been carried out on the contribution of mindfulness to motivation and well-being among the teachers working in the vocational-technical setting. As a result, these insights can have implications for the stakeholders involved in the vocational-technical context, including teachers and teacher trainers.

English as a Foreign Language Teachers' Identity and Motivation: The Role of Mindfulness

Teaching is a career with a high rate of anxiety and burnout in all phases of teaching with specific challenges related to the feature of language education. The concept of motivation can be an important basic mechanism since educators who are not motivated are distressed because of the anxious characteristic of the education profession. Moreover, educator identity is a new issue that has built a perspective to examine educators' growth by thinking about who they are as well as how they perform what they perform in a specific situation. Recently, programs that are based on mindfulness are known as efficient interventions enhancing motivation and decreasing tension in people. Given the prominence of mindfulness in educational settings and its neglected role in foreign language learning, the contemporary review attempts to inspect the function of mindfulness on English as a foreign language (EFL) teachers' motivation and identity. Subsequently, some pedagogical recommendations for the educational representatives such as teachers and teacher trainers are offered.

The Role of Chinese Language Learners' Academic Resilience and Mindfulness in Their Engagement

One of the growing area of interest in the educational area is student engagement which is the major construct of positive psychology (PP) vital in growing energetic, innovative, and pleasurable learning, but unluckily, all students are not engaged in terms of cognition, emotion, and behavior in learning. Another concept in the PP literature is resilience which emphasizes institutes' and people's powers and self-constraint to conform to accidental conditions. Furthermore, mindfulness as a significant term in PP has critical benefits such as improving working memory, improving wellbeing, and lowering tension. Considering the importance of mindfulness and engagement in academic environments and that such a notion in foreign language learning is neglected, the current study attempts to inspect the effect of mindfulness and resilience on the engagement of Chinese foreign language students. To meet this objective, 1,693 EFL learners participated in this study. They responded to the mindfulness scale, resilience scale, and engagement questionnaire. Subsequently, the Spearman Rho test was exploited to shed light on probable relationships. The findings indicated that there was a significant correlation among the variable of the study. Moreover, a linear multiple regression analysis was run to examine the predictor roles of mindfulness and resilience in learners' engagement. The findings revealed that both mindfulness and resilience are positive and reliable predictors of engagement. In a nutshell, the central position of resilience and mindfulness in language learning was verified, and based on the findings; a few suggestions are made considering the results of the research.