| Abstract [eng] |
SUMMARY The relationship between teachers' mindfulness, negative emotional state and communication with students. Simona Joshi, Vilnius: Vilniaus University, Institute of Psychology, 2025, 83 pgs. The present study aimed to gain a deeper understanding of teachers' mindfulness. It was predicted that teachers' mindfulness is associated with teachers' negative emotional states and their communication styles with students. Furthermore, the study sought to determine whether teachers' mindfulness could predict their negative emotional states and communication styles with students. A total of 147 teachers, who teach students from grades 5 to 12 participated in this study. The participants were invited from various schools and gymnasiums across Lithuania. Their teaching experience ranged from a few months to 49 years. Among the participants, 93.8% were women and 5.6% were men. The following instruments were used: the Situations in School Questionnaire (SISQ; Aelterman et al., 2019), the Five Facet Mindfulness Questionnaire (FFMQ; Baer et al., 2006), and the Depression Anxiety Stress Scale - 21 (DASS-21; Lovibond et al., 1995). Results indicated that certain teachers' mindfulness facets significantly predicted both their negative emotional states and their communication styles with students. Stress also mediates the relationship between acting with awareness facet of mindfulness and chaotic communication style. Additionally, difficulties related to depression and anxiety moderated the relationship between the nonjudging facet of mindfulness and a controlling communication style. These findings suggest that school administrations should consider creating better opportunities for teachers to cultivate and enhance their mindfulness practices as a means to support their emotional well-being and improve teacher-student interactions. Keywords: mindfulness, negative emotional state, teacher-student communication styles. |
