The Effect of Trait Mindfulness on Teachers’ Emotional Exhaustion: The Chain Mediating Role of Psychological Capital and Job Engagement

Abstract

Emotional exhaustion has become an important occupational health problem faced by teachers, and it has seriously affected their mental health. It is necessary to pay attention to the factors that affect emotional exhaustion. In this study, 815 frontline university faculty were selected as subjects to explore the relationship between trait mindfulness and emotional exhaustion and the role of psychological capital and work engagement in this relation, using the trait mindfulness, psychological capital, work engagement, and emotional exhaustion scales. It was found that trait mindfulness and emotional exhaustion are negatively correlated; the mediating role of psychological capital between trait mindfulness and emotional exhaustion is not significant; the mediating role of work engagement between trait mindfulness and emotional exhaustion is significant; the chain mediation effect of psychological capital and work engagement between trait mindfulness and emotional exhaustion are significant.

Service Employees’ Mindfulness and Job Crafting amid COVID-19: The Roles of Resilience, Organizational Health Climate, and Health-Oriented Leadership

“…Our study extends this line of research by adding job crafting to the work outcomes of trait mindfulness. The mediating role of resilience in the mindfulness-job crafting relationship is in line with prior findings suggesting the mediating effect of psychological capital (i.e., hope, efficacy, resilience, and optimism) on the relationship between mindfulness and well-being (Bi & Ye, 2021 ; Roche et al, 2014 ). Thus, our findings confirmed that resilience is a key psychological resource transmitting the positive effect of trait mindfulness on work outcomes.…”

Psychological capital, mindfulness, and teacher burnout: insights from Chinese EFL educators through structural equation modeling

“…Mindfulness, characterized by present-moment awareness, non-judgmental observation of thoughts and emotions, and a compassionate stance toward experiences, emerged as a crucial link between psychological capital and burnout ( Kabat-Zinn, 1994 ; Roeser et al, 2013 ). This aligns with theoretical assertions that higher psychological capital endows individuals with the resources necessary to engage effectively in mindfulness practices, consequently reducing burnout tendencies ( Roche et al, 2014 ; Bi and Ye, 2021 ).…”

“…Finally, it was revealed that teacher mindfulness acted as a mediator between psychological capital and teacher burnout. This finding resonates profoundly with established theoretical frameworks and empirical evidence, illuminating the pivotal role mindfulness plays in mitigating the adverse effects of burnout by mediating the influence of psychological capital ( Roche et al, 2014 ; Bi and Ye, 2021 ). Mindfulness, characterized by present-moment awareness, non-judgmental observation of thoughts and emotions, and a compassionate stance toward experiences, emerged as a crucial link between psychological capital and burnout ( Kabat-Zinn, 1994 ; Roeser et al, 2013 ).…”

“…The rationale behind H2 is rooted in the idea that psychological capital may facilitate the development of mindfulness practices. Teachers with higher psychological capital may be more inclined to employ positive coping strategies and demonstrate resilience conducive to effective mindfulness ( Roche et al, 2014 ; Bi and Ye, 2021 ). Simultaneously, mindfulness has exhibited a negative correlation with teacher burnout, contributing to stress management, emotional regulation, and fostering a healthier perspective on work ( Abenavoli et al, 2013 ; Flook et al, 2013 ; Roeser et al, 2013 ; Hue and Lau, 2015 ; Luken and Sammons, 2016 ; Sun et al, 2019 ; Ma et al, 2021 ).…”

The Impacts of Work-Life Balance on the Emotional Exhaustion and Well-Being of College Teachers in China

“…The COVID-19 pandemic has put forward new job demands and challenges for college teachers, which has a negative impact on the well-being of college teachers [ 8 , 9 ]. With the connotative development and transformation of Chinese education, college teachers shoulder arduous missions and expectations, which bring them great challenges and pressures, and may aggravate their emotional exhaustion (EE) [ 10 , 11 ]. Chinese college teachers also faced new changes and challenges during the COVID-19 pandemic [ 12 ], thus impeding the sustainable development of their well-being (WB).…”