Mindfulness and special education teachers' burnout: The serial multiple mediation effects of self-acceptance and perceived stress

2019 ◽  
Vol 47 (11) ◽  
pp. 1-8 ◽  
Author(s):  
Jin Sun ◽  
Yongli Wang ◽  
Qin Wan ◽  
Zhaoming Huang
Keyword(s):  
Special Education ◽  
Perceived Stress ◽  
Special Education Teachers ◽  
Practical Implication ◽  
Mediation Effect ◽  
Multiple Mediation ◽  
Mediation Effects ◽  
Mindful Attention Awareness Scale ◽  
Self Acceptance ◽  
The Relationship

We used a serial multiple mediation model of self-acceptance and perceived stress to investigate the relationship between mindfulness and burnout in Chinese special education teachers. Altogether, 307 participants completed the Mindful Attention Awareness Scale, Self-Acceptance Questionnaire, Perceived Stress Scale, and Teacher Burnout Inventory. Results showed that self-acceptance and perceived stress had significant serial multiple mediation effects on the relationship between mindfulness and burnout. Perceived stress also partially mediated the effect of mindfulness on burnout. However, self-acceptance did not have a mediation effect on the relationship between mindfulness and burnout. A practical implication of these findings is that increased use of mindfulness and greater self-acceptance may, as well as reducing perceived stress, help prevent and/or alleviate burnout among special education teachers.

scholarly journals The mediation effect of Perceived Social Support and Perceived Stress on the relationship between Emotional Intelligence and Psychological Wellbeing in Male Athletes

2018 ◽  
Vol 65 (1) ◽  
pp. 291-303 ◽  
Author(s):  
Romualdas Malinauskas ◽  
Vilija Malinauskiene
Keyword(s):  
Social Support ◽  
Emotional Intelligence ◽  
Perceived Stress ◽  
Perceived Social Support ◽  
Self Report ◽  
Mediation Effect ◽  
Psychological Wellbeing ◽  
Male Athletes ◽  
Mediation Effects ◽  
The Relationship

AbstractThis study aimed to examine the relationship between emotional intelligence (EI) and psychological wellbeing in a three-month follow-up study of male athletes. In addition, we examined the mediating role of perceived social support and perceived stress on the relationship between EI and psychological wellbeing. The sample included 398 male athletes who completed measures of emotional intelligence (Schutte Self-Report Inventory), psychological wellbeing (Ryff Psychological Wellbeing Scale; SSRI), perceived social support (Multidimensional Scale of Perceived Social Support), and perceived stress (Perceived Stress Scale–10). Results from structural equation modelling procedures identified that perceived social support and perceived stress partially mediated the association between EI and psychological wellbeing. The sequential mediation effects of perceived social support–perceived stress on the relations between EI and wellbeing were confirmed. Finally, limitations and recommendations for future research were considered

Gaining satisfaction: the role of brand equity orientation and failure type in service recovery

2020 ◽  
Vol 54 (10) ◽  
pp. 2317-2342
Author(s):  
Ke Ma ◽  
Xin Zhong ◽  
Guanghui Hou
Keyword(s):  
Brand Equity ◽  
Service Recovery ◽  
Experimental Studies ◽  
Mediation Effect ◽  
Mediation Effects ◽  
Content Type ◽  
Failure Type ◽  
Recovery Strategies ◽  
Recovery Satisfaction ◽  
The Relationship

Purpose This study aims to examine the role played by brand equity orientation and failure type in service recovery. Specifically, through the lens of forgiveness, the way brand equity orientation and failure type influence consumer response to recovery is revealed. Design/methodology/approach This research tests a novel model using data collected from 1,589 consumers in two scenario-based experimental studies. The statistical product and service solutions (SPSS) program with the PROCESS tool was used to test the mediation and moderated mediation effects. Findings The research findings suggest that forgiveness plays a mediation role in the relationship between recovery and satisfaction. Brand equity orientation moderates the mediation effect of forgiveness on the relationship between recovery and recovery satisfaction. In addition, failure type also plays an important role and there is a significant three-way interaction effect (service recovery × brand equity orientation × failure type) on recovery satisfaction under certain circumstances. Research limitations/implications Building on the extant literature which focuses on the cognitive process when investigating recovery and consumer reaction, this research advocates the significant role played by the psychological process, namely, the feeling of forgiveness, in explaining the effect of distinct recovery strategies on consumer satisfaction. This research also unveils the effects of brand equity orientation and failure type on recovery outcomes. Practical implications When addressing performance failure, brand equity orientation and failure type need to be identified. Businesses could develop recovery strategies to arouse consumer forgiveness, which would lead to increased recovery satisfaction. When designing recovery strategies, managers need to be mindful of the effects of brand equity orientation and failure type. Originality/value This research is one of the few which reveals the mediating role played by forgiveness on the effect of recovery. Taking brand equity orientation and failure type into consideration, the findings of this research provide new insights into the recovery literature.

scholarly journals Resiliency as a Mediator in the Relationship Between Aggressiveness and School Achievement – Differences Related to Gender and Levels of Physical Activity

2020 ◽  
Author(s):  
Magdalena Jochimek ◽  
Ariadna Łada-Maśko ◽  
Mariusz Lipowski
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Protective Factor ◽  
School Achievement ◽  
Mediation Effect ◽  
School Grade ◽  
Mediation Effects ◽  
The Relationship ◽  
Average School ◽  
Athlete Group

Abstract BackgroundTaking part in physical activity has a major positive influence on the development of adolescents. Research shows that physical activity has an impact on cognitive and behavioral functioning. Aggressiveness is a factor negatively correlated with school achievement and resiliency is a protective factor for coping with stressful situations. The purpose of this study is to analyze the mediation effect of resiliency as a dispositional protective factor in the relationship between aggressiveness and school achievement in the context of gender and levels of physical activity. MethodsThe research was carried out on N = 787 adolescents (Mage = 15.95; SD = .29) from the Pomeranian region in Poland. The participants were divided into three subgroups: 1) a non-active group, n = 130 (90 girls); 2) a Physical Education (PE) group, n = 490 (303 girls); and 3) an athlete group, n = 130 (65 girls). The following research tools were used in the study: a socio-demographic survey; a questionnaire about average grades at the end of the school year; the Adolescent Aggressiveness Questionnaire – Emotional Reactivity; and the Resiliency Assessment Scale for Children and Adolescents to evaluate resiliency levels. ResultsAnalyzing the average school grades, resiliency, as well as levels of aggressiveness and its components revealed statistically significant differences in terms of gender and physical activity. Furthermore, the effects of general aggressiveness level and all its components on average school grade, mediated by resiliency, proved insignificant for boys in all three research groups and for girls in the athlete group. However, the analysis showed a mediation effect of resiliency in relation to emotional irritability and average school grade in the group of non-active girls. The mediation analysis revealed significant mediation effects for emotional irritability, opposition, and verbal aggression, as well as for general aggressiveness levels in the group of PE girls. ConclusionsResiliency is a protective factor in the relation between aggressiveness and school achievement, especially in the female PE group. The mechanisms governing boys’ functioning seem different and require further research. Compulsory physical education classes may help build resources that facilitate learning.

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