From Teachers’ Mindfulness to Students’ Thriving: the Mindful Self in School Relationships (MSSR) Model

Lavy, Shiri; Berkovich‐Ohana, Aviva

doi:10.1007/s12671-020-01418-2

Cited by 18 publications

(12 citation statements)

References 171 publications

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“…Empathy can better allow teachers to understand children's feelings, thereby promoting the development of the QTCR. Studies have shown that teachers' empathy and emotional regulation ability will reduce self-centeredness and effectively promote the development of teacher-child relationship (Lavy & Berkovich-Ohana, 2020;Haslip et al, 2019). Moreover, empathy also helps teachers understand and respond to students' need, give students encouragement and support, and help students develop their true potential (Meyers et al, 2019), which is very important for building a good teacher-child relationship.…”

Section: Trait Mindfulness Empathy and Qtcrmentioning

confidence: 99%

The relationship between preschool teacher trait mindfulness and teacher-child relationship quality: the chain mediating role of emotional intelligence and empathy

Wang

Pan

et al. 2023

Curr Psychol

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The teacher-child relationship plays an important role in children's future development. However, the existing research mainly focuses on the influence of preschool teachers' external conditions on the teacher-student relationship, while the research on the influence of teachers' internal psychological characteristics on the teacher-student relationship is relatively lacking. In this study, three hundred and seventeen preschool teachers were tested were tested with Five Facet Mindfulness Questionnaire, Emotional Intelligence Scale, Chinese Interpersonal Response Index, and Teacher-student Relationship Scale. The results showed that trait mindfulness positively predicted the quality of parent-teacher relationship (β = 0.173, p = 0.026). Emotional intelligence played a mediating role in trait mindfulness and teacher-child relationship quality (β = 0.118, p = 0.004), and empathy played a mediating role in trait mindfulness and teacher-child relationship quality (β = 0.112, p = 0.001). Meanwhile, emotional intelligence and empathy played a chain mediating role in trait mindfulness and parent-teacher relationship quality (β = 0.044, p = 0.038). On the one hand, this study enriches attachment theory. The conclusions of this study verify the diversity of proximal factors in attachment theory, and confirm the influence of teachers' own characteristics and abilities on the teacher-child relationship quality. On the other hand, by exploring the factors affecting the teacher-child relationship quality, we can find ways to improve teacher-child relationship from a new perspective, and then provide some new methods and approaches for improving the quality of preschool teacher-child relationship.

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Section: Trait Mindfulness Empathy and Qtcrmentioning

confidence: 99%

The relationship between preschool teacher trait mindfulness and teacher-child relationship quality: the chain mediating role of emotional intelligence and empathy

Wang

Pan

et al. 2023

Curr Psychol

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“…Teachers’ level of mindfulness has a certain impact on teachers’ teaching process, because it has been found in many studies that teachers’ mindfulness can positively affect teachers’ caring ability, which is conducive to the establishment of good student-teacher relationships. 70 Teachers’ level of mindfulness can determine the quality of teacher-student interaction in the classroom. 71 Teachers can form a more complete pro-social classroom and more student teaching outcomes after a series of mindfulness exercises.…”

Section: Literature Review and Theoretical Hypothesesmentioning

confidence: 99%

Negative Bias or Positive Deficiency, or Both? The Relationship Between Individual Authenticity and Depression Among Preschool Teachers: The Sequential Mediation Effects of Mindfulness and Self-Alienation

Pan¹,

Fan²,

Song³

et al. 2023

PRBM

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Objective Depression has become a topic of widespread concern around the world, and teachers’ depression has also had an important impact on the healthy development of education. However, there are differences in the cognitive theory of depression and positive psychology about the mechanism of depression. This study attempts to verify the related viewpoints of the two viewpoints through empirical research. Methods Three hundred and twenty eight preschool teachers were measured with authenticity scale, five facet mindfulness questionnaire, center for epidemiologic studies depression scale, and general alienation scale. Results Individual authenticity negatively predicted depression. Mindfulness can mediate the relationship between individual authenticity and depression. Self-alienation mediates the relationship between individual authenticity and depression. In addition, mindfulness and self-alienation played a sequential mediating role between individual authenticity and depression. Conclusion Mindfulness and self-alienation play a sequential mediating role between individual authenticity and depression. This study not only confirms the relevant theoretical viewpoints of positive psychology on depression, but also believes that individual depression is not only affected by one’s own negative bias but also by one’s own positive factors. At the same time, the individual’s own positive factors will affect the negative factors. This perspective will provide new literature references to existing relevant theories about depression. In addition, this study will also provide literature reference for early childhood education practice.

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“…Decentering is described as the ability to shift one's perspective from being immersed in one's internal experience to non‐judgementally observing it from a psychological distance (Bernstein et al, 2015). It was proposed to be the opposite of self‐centredness (also called ‘self‐focus’; Feeney & Collins, 2001; Lavy & Berkovich‐Ohana, 2020). The psychological distance created by decentering (which causes the decreased focus on the self) may enable the individual to view their own thoughts and feelings as events rather than absolute truths (Milosch, 2019) and internal and external stimuli as objective rather than related to the self (Lavy & Berkovich‐Ohana, 2020).…”

Section: Decentering and Its Effectsmentioning

confidence: 99%

The effects of mindfulness on mother–child relationships and maternal well‐being during the first COVID‐19 lockdown in Israel

Uriel‐Maoz

Lavy

Berkovich‐Ohana

2023

Child & Family Social Work

Self Cite

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Research indicates associations of mindfulness with better relationships and well‐being because it promotes decentering and relationship‐related capacities. This study examined the effects of mindfulness on mothers' relationships with their children and well‐being in a challenging time – the first COVID‐19 lockdown. We hypothesized that mothers' relationships and well‐being would deteriorate during the lockdown, but a mindfulness‐based intervention (MBI) would mitigate this process because of its effect on mothers' mindfulness and decentering. We surveyed 109 mothers caring for their children (mean age 8.61) during the first lockdown in Israel. First, they completed online questionnaires assessing their interpersonal mindfulness, decentering, relationships with their children and well‐being (including positive and negative affect and life satisfaction). Then, they were randomly assigned to a group: MBI, relaxing music intervention or no intervention. Participants completed the questionnaires again after 2 weeks of daily interventions. Unexpectedly, mothers in all groups improved their relationships with their children and well‐being (their satisfaction with life increased and negative affect decreased) with no significant group differences. Furthermore, the increase in relationship quality was associated with increases in mindfulness and decentering. The findings suggest that crises initially perceived as a threat to mother–child relationships may also present a beneficial opportunity in certain circumstances.

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From Teachers’ Mindfulness to Students’ Thriving: the Mindful Self in School Relationships (MSSR) Model

Cited by 18 publications

References 171 publications

The relationship between preschool teacher trait mindfulness and teacher-child relationship quality: the chain mediating role of emotional intelligence and empathy

The relationship between preschool teacher trait mindfulness and teacher-child relationship quality: the chain mediating role of emotional intelligence and empathy

Negative Bias or Positive Deficiency, or Both? The Relationship Between Individual Authenticity and Depression Among Preschool Teachers: The Sequential Mediation Effects of Mindfulness and Self-Alienation

The effects of mindfulness on mother–child relationships and maternal well‐being during the first COVID‐19 lockdown in Israel

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