What Is the Relationship Between Empathy and Mental Health in Preschool Teachers: The Role of Teaching Experience

Huang, Heqing; Su, Yanjie

doi:10.3389/fpsyg.2020.01366

Cited by 21 publications

(14 citation statements)

References 62 publications

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“…Previous research found that empathic concern was negatively related to depressive symptoms, while personal distress was linked with the negative emotionality aspects of empathy (O'Connor et al, 2002 ), which were positively related to depressive symptoms (Burnette et al, 2009 ; Neumann et al, 2016 ). According to classic theoretical models (Decety & Lamm, 2006 ; Preston & de Waal, 2002 ), individuals with deep empathic concern are more likely to take others’ perspectives into account, are less likely to be overwhelmed by others’ distress, and consequently, are more resistant to mental health problems (Huang et al, 2020 ; Thirioux et al, 2016 ). Conversely, individuals with high personal distress are more likely to look at things from their own perspectives, resulting in stronger feelings of personal distress when observing others in pain (Decety & Lamm, 2006 ).…”

Section: Introductionmentioning

confidence: 99%

The Mediating Role of Affective Empathy in the Relationship Between Insecure Attachment and Depressive Symptoms Among Emerging Adult

et al. 2022

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Insecure attachment is regarded as a risk factor for depressive symptoms. However, insecure attachment can be divided into attachment avoidance and anxiety, so a better understanding of the relationship between attachment avoidance, attachment anxiety, and depressive symptoms is needed. The current study applied a structural equation model to verify our hypothesis that different facets of affective empathy mediate the relationship between attachment avoidance, attachment anxiety, and depressive symptoms. The participants of this study included four hundred and sixty-four undergraduate students who completed the Experiences in Close Relationships-Relationship Structures Questionnaire, Interpersonal Reactivity Index, and Center for Epidemiologic Studies Depression Scale. The results indicated that the correlation between attachment avoidance and depressive symptoms was mediated by empathic concern, while the correlation between attachment anxiety and depressive symptoms was mediated by personal distress. These results implied that attachment avoidance and attachment anxiety work on depressive symptoms through different pathways.

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Section: Introductionmentioning

confidence: 99%

The Mediating Role of Affective Empathy in the Relationship Between Insecure Attachment and Depressive Symptoms Among Emerging Adult

et al. 2022

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“…While being adept at emotional control, teachers with active use of emotions and smiling service were likely to experience longer EL and more diverse and intense emotional states (Zhang et al, 2020b ). Besides, teachers' perceptions of the school climate (Yao et al, 2015 ), their fantasy, personal distress (i.e., one aspect of empathy), perspective taking, and empathic concern (i.e., another aspect of empathy) (Huang et al, 2020 ), their emotional experiences and exhaustion (Keller et al, 2014 ), and their emotion regulation (Uzuntiryaki-Kondakci et al, 2020 ) could serve as predictors of EL. Interestingly, humor style was also found correlated with negative emotions (Liao et al, 2020 ).…”

Section: Resultsmentioning

confidence: 99%

“Teachers' Emotional Labor” Publications in Web of Science: A Bibliometric Analysis

Wei

2022

Front. Psychol.

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One of the indicators that symbolize the success of an academic field is its academic publications in well-established citation indices. This article first explored the bibliometric characteristics of publications on “teachers' emotional labor” (TEL) in the Social Sciences Citation Index (SSCI) and the Arts & Humanities Citation Index (A&HCI), two prestigious citation indices available in the Web of Science (WoS). Search with the term “teacher emotional labor” retrieved 173 publications that included this term in their titles, abstracts, or keywords in the WoS database between 1900 and 2020. The bibliometric characteristics pertaining to numbers of publications, document types, research categories, research areas, authors, journals, universities, and countries were reported. Then, CiteSpace was utilized to visualize TEL research and to obtain insights into its research focuses and its future directions. The findings will contribute to TEL research by informing scholars in the fields of L2 research and psychology and others.

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“…Moyano et al (2021) observed that greater teaching experience was associated with increased reliance on automatic pilot mode, leading to reduced focus. Additionally, Huang et al (2020) noted that as teaching experience increased, empathic concern decreased, perspective taking diminished, and personal distress increased. Although age was often unrelated in previous research (e.g., de Carvalho et al, 2021;Moyano et al, 2021) we included it due to an increasing number of lateral entries in the primary education sector in response to the teacher shortage.…”

Section: Potential Moderatorsmentioning

confidence: 99%

Mindfulness-based stress reduction for elementary school teachers: a randomized controlled trial

Lensen,

Stoltz,

Kleinjan

et al. 2024

Front. Educ.

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Educators frequently grapple with elevated levels of job-related stress, heightening the risk of mental health issues. Although Mindfulness-Based Stress Reduction (MBSR) has demonstrated effectiveness in reducing stress among the general populace, its implementation among educators, especially in non-United States settings, has received limited exploration. This pre-registered randomized-controlled trial investigates the effectiveness of the standard MBSR in reducing perceived stress among Dutch elementary school teachers. Additionally, it examines the impact of MBSR on mindfulness skills, emotion regulation, and self-compassion as secondary proximal outcomes, along with exploring its influence on teacher self-efficacy, perceived pupil-teacher relationships, and classroom climate quality as secondary distal outcomes. Involving 146 teachers randomly assigned to either the intervention (n = 72) or waitlist-control condition (n = 74), assessments were conducted pre- and post-intervention or control period, with a 3-month follow-up. Participants in the intervention reported significantly lower perceived stress compared to the control group, demonstrating a substantial effect size at post-treatment (d = −0.84) and a moderate effect at follow-up (d = −0.69). MBSR not only yielded improvements in personal well-being but also positively impacted teacher self-efficacy and classroom climate quality at both post-treatment and follow-up. These positive outcomes aligned with enhancements in mindfulness skills, emotion regulation, and self-compassion. However, no significant effects were observed on the pupil-teacher relationship. Exploratory analyses revealed no moderation effects based on past or present psychological problems, school weight/pupil population, years of experience, or age on perceived stress at post-measurement. Furthermore, the study examined the potential influence of COVID-19 on the results, concluding that the pandemic had no discernible impact. These findings advocate for the widespread adoption of the standard MBSR program as a means of enhancing the well-being of elementary school teachers.

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What Is the Relationship Between Empathy and Mental Health in Preschool Teachers: The Role of Teaching Experience

Cited by 21 publications

References 62 publications

The Mediating Role of Affective Empathy in the Relationship Between Insecure Attachment and Depressive Symptoms Among Emerging Adult

The Mediating Role of Affective Empathy in the Relationship Between Insecure Attachment and Depressive Symptoms Among Emerging Adult

“Teachers' Emotional Labor” Publications in Web of Science: A Bibliometric Analysis

Mindfulness-based stress reduction for elementary school teachers: a randomized controlled trial

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