The Relationship between Mindfulness and Job Burnout of Chinese Preschool Teachers: The Mediating Effects of Emotional Intelligence and Coping Style

Guided self-help mindfulness-based intervention for increasing psychological resilience and reducing job burnout in psychiatric nurses: A randomized controlled trial

AIMS

The present study aimed to explore the effects of a guided self-help mindfulness intervention on psychological resilience and job burnout among psychiatric nurses.

BACKGROUND

Psychiatric nurses work in challenging and potentially high stress settings. Mindfulness interventions can improve psychological resilience and reduce job burnout of nurses. However, face-to-face delivery of mindfulness interventions may be inconvenient for individuals. Guided self-help interventions may be more accessible.

METHODS

This randomized controlled trial was conducted from January to August 2022. One hundred and eighteen psychiatric nurses were randomized into the intervention and control groups. The individuals in the intervention group received an 8-week guided self-help mindfulness intervention, while the individuals in the control group received a psycho-educational brochure. The Five Facet Mindfulness Questionnaire, the Connor-Davidson Resilience Scale and the Maslach Burnout Inventory-Human Services Survey were used to evaluate the levels of mindfulness, psychological resilience and job burnout, respectively.

RESULTS

After an 8-week intervention, compared with the control group, the levels of mindfulness and psychological resilience were higher, while the level of job burnout was lower in the intervention group.

CONCLUSIONS

The guided self-help mindfulness intervention can improve psychological resilience and reduce job burnout among psychiatric nurses.

The relationship between job stress and job burnout of preschool teachers during the COVID-19: The moderation of perceived organizational support

BACKGROUND

COVID-19 poses great challenges for preschool teachers in China, which will increase the level of job stress and job burnout, and have an impact on the relationship between job stress, job burnout, and perceived organizational support (POS). However, few studies have examined trilateral relationships, especially the role of POS concerning job stress and job burnout of preschool teachers.

OBJECTIVE

This study aimed to investigate the relationship among the three variables of job burnout, job stress, and POS, as well as explore the moderating effects of POS between job stress and job burnout.

METHODS

A cross-sectional study was conducted among preschool teachers in six provinces of China. A total of 408 preschool teachers completed a self-report questionnaire, including three scales that measured job burnout, job stress, and POS respectively. The Pearson correlation coefficient and regression analysis were used to examine the relationship among variables.

RESULTS

The results showed that job burnout among Chinese preschool teachers was at a medium level during the COVID-19 pandemic. Job stress was positively related to job burnout, and the POS was negatively related to job burnout. Additionally, POS moderated the relationship between job stress and job burnout and alleviated the adverse effects of job stress on the job burnout of preschool teachers.

CONCLUSION

POS can play a moderating role between job stress and job burnout of Chinese preschool teachers during the COVID-19 pandemic.

Relationship Between Mindfulness and Affiliate Stigma in Parents of Children with Autism Spectrum Disorder in China: The Mediating Role of Coping Styles

PURPOSE

This study aims to investigate the current status of affiliate stigma among parents of autistic children, analyze the influencing factors, explore the relationship among mindfulness, coping styles, and affiliate stigma, and verify the mediating role of coping styles between mindfulness and affiliate stigma in parents of children with autism in China.

METHOD

Between February and April 2023, the Child Development Behaviour Centre of a public hospital in China recruited 345 parents of children with autism. These parents completed the general information questionnaire, the Mindful Attention Awareness Scale, the Affiliate Stigma Scale, and the Simple Coping Style Questionnaire. We then adapted the Hayes Process Macro and Bootstrap methods to examine the mediating effects of coping styles between mindfulness and affiliate stigma.

RESULTS

(1) The total affiliate stigma score of parents of children with autism was 48.53 (standard deviation:: 10.74). Parents' age, monthly family income, duration of care, mindfulness, and coping styles were the influencing factors of parental affiliate stigma. (2) Mindfulness was positively correlated with positive coping style (r = 0.33, p < .01) and negatively correlated with negative coping style, affiliate stigma (r = -0.38, -0.39, p < .01), whereas affiliate stigma was negatively correlated with positive coping style (r = -0.34, p < .01) and positively correlated with negative coping style (r = 0.41, p < .01). (3) Positive coping style and negative coping style play a parallel mediating role between mindfulness and affiliate stigma of parents of autistic children.

CONCLUSIONS

Parents of children with autism experience significant levels of affiliate stigma. Mindfulness has a direct impact on associated stigma in parents of children with autism and also indirectly predicts associated stigma through the intermediary influence of positive and negative coping styles. Healthcare professionals could perform mindfulness interventions from an optimistic psychology viewpoint to boost parents' mindfulness and coping abilities, thereby accomplishing the objective of mitigating affiliate stigma.

The relationship between work-family conflict and job satisfaction for preschool teachers in rural China: a moderated mediation model

Background

Job satisfaction for preschool teachers in rural areas has an important impact on their professional development, physical and mental health, and the development of preschool education. However, few studies have explored the factors that influence rural preschool teachers' job satisfaction.

Purpose

This study aims to examine the influence of rural preschool teachers' work-family conflict on their job satisfaction, and the mediating effect of occupational identity, the moderating effect of social support.

Method

Participants included 3,065 rural preschool teachers from Zhejiang Province in mainland China. Teachers completed questionnaires on work-family conflict, occupational identity, job satisfaction, and social support. The correlation and moderated mediation analyses were conducted using SPSS PROCESS.

Results

(1) work-family conflict is associated with poorer job satisfaction in preschool teachers; (2) occupational identity mediates the relationship between work-family conflict and job satisfaction; and (3) a high level of social support alleviates the negative influence of work-family conflict on job satisfaction and promotes the positive effect of occupational identity on job satisfaction.

Conclusion

The study revealed the negative impact of work-family conflict on preschool teachers' job satisfaction, and the protecting effect of social support, which has important implications for improving teachers' future job satisfaction.