The mediating effect of perceived social support on the relationship between mindfulness and burnout in special education teachers

Sun, Jin; Xian, Wang; Wang, Yongli; Du, Xihao; Zhang, Changxin

doi:10.1002/jcop.22229

Cited by 15 publications

(14 citation statements)

References 41 publications

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“…A few cross-sectional studies have demonstrated that dispositional mindfulness was associated with social support in teachers (Sun et al, 2019) and college students (Kuhl & Boyraz, 2017; Swickert et al, 2019), but none of these studies tested possible mediators between the two concepts. During a crisis when social interactions and resources are scarce, the perceptions of social connectedness and support for parents necessitate cognitive and emotional processes, such as acceptance of feelings and thoughts, focused attention, and skills in regulating negative emotions via awareness, clarity, acceptance, intention, etc.…”

Section: Discussionmentioning

confidence: 99%

“…Data has shown that mindfulness was associated with perceived social connection through effective emotion regulation in social contexts (Quaglia et al, 2015), which suggests a possible direct link between MER and perceived social support. Other studies measured dispositional mindfulness and found that it was concurrently associated with perceived social support (Sun et al, 2019; Swickert et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Effects of mindful emotion regulation on parents’ loneliness and social support: A longitudinal study during the coronavirus disease 2019 (COVID-19) pandemic in the United States

Zhang

Russell

Park

et al. 2022

Journal of Social and Personal Relationships

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The COVID-19 pandemic has introduced unprecedented challenges and demands for parents or caregivers of children who experienced disruptions in social support and feelings of isolation. Mindful emotion regulation may be a resilient factor for parents’ psychosocial outcomes. Mindful emotion regulation refers to individuals’ inherent capacities to regulate emotions mindfully, i.e., through paying attention to one’s experiences in the present moment nonjudgmentally. Based on the theoretical and empirical literature associating mindful emotion regulation with loneliness and perceived social support, the current study tested the effects of mindful emotion regulation on later changes in perceived social support and loneliness in U.S. parents during the pandemic. Participants were 147 parents/caregivers who were living with at least one child or adolescent in their household during the pandemic in the USA. Data were collected from a national online sample at four time points: baseline (April 7–21, 2020), 30-, 60-, and 90-days later. Results of longitudinal mediational structural equation modeling showed that mindful emotion regulation was directly associated with increased perceived social support and decreased loneliness. Moreover, mindful emotion regulation was also associated with perceived social support indirectly through its effects on loneliness. Focusing on the needs of parents is important for promoting family and child wellbeing to ameliorate negative health consequences. More research is needed to elucidate whether and how mindful emotion regulation may be beneficial for parents in the social relationship domain.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Effects of mindful emotion regulation on parents’ loneliness and social support: A longitudinal study during the coronavirus disease 2019 (COVID-19) pandemic in the United States

Zhang

Russell

Park

et al. 2022

Journal of Social and Personal Relationships

View full text Add to dashboard Cite

show abstract

“…The effect of such research deserves our attention. And, several studies have confirmed that mindfulness can make people more positively predict perceived social support (Kuhl and Boyraz, 2017;Sun et al, 2019). This may be because mindfulness enables individuals to focus on their current experience and realize the support they receive from social networks.…”

Section: The Effect Of Social Support On State Anxiety During the Epimentioning

confidence: 94%

The Influence of Factors Such as Parenting Stress and Social Support on the State Anxiety in Parents of Special Needs Children During the COVID-19 Epidemic

Ren

Chen

et al. 2020

Front. Psychol.

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ObjectivesThe study aims to investigate the state anxiety of parents of special needs children during the 2019 coronavirus disease (COVID-19) epidemic and the influence of parental stress, social support, and other related variables on the anxiety of parents.MethodsBespoke questionnaires of children’s and parent’s mental and behavioral problems during the epidemic were used in the study. We also used the State Anxiety Inventory (S-AI), the Parenting Stress Index—Short Form-15 (PSI-SF-15), the NEO Five-Factor Inventory (NEO-FFI), and the Multidimensional Scale of Perceived Social Support (MSPSS). The data used in the study were pooled from an online survey of parents of special needs children and analyzed by one-way analysis of variance (ANOVA) and multiple linear regression.ResultsOverall, 1,451 individuals were included, of which 402 were fathers (27.71%) and 1,049 were mothers (72.29%). ANOVA results showed that educational background, family monthly income, and type of their child’s disability made parents’ state anxiety significantly different. The results of multiple linear regression showed that during the epidemic, social support negatively predicted parents’ state anxiety (B = −0.15, p < 0.001), whereas parenting stress (B = 0.07, p = 0.001) and parental mental and behavioral problems (B = 0.37, p < 0.001) positively predicted parents’ state anxiety.ConclusionsDuring the outbreak of COVID-19, parents of special needs children suffered mental and behavioral problems, together with parenting stress and social support, which influenced their state anxiety. These findings can be used to develop relevant psychological interventions to improve the mental health of vulnerable groups during a pandemic like COVID-19.

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“…Besides, it has been proven that the teachers are exhausted and stressed out when they have to teach children with disorders such as motor skills, social behavior issues, and intellectually disabled children as compared to the regular children due to the challenges faced ( Jovanović et al, 2019 ). Another study reported that the increasing levels of teacher burnout in special schools is linked to the challenging behaviors exhibited by the special children ( Sun et al, 2019 ; Din et al, 2021 ).…”

Section: Literature Reviewmentioning

confidence: 99%

Emotional Regulation as a Remedy for Teacher Burnout in Special Schools: Evaluating School Climate, Teacher’s Work-Life Balance and Children Behavior

et al. 2021

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This research aimed to identify whether improvement in working conditions, children’s classroom behavior and work-life balance can lower teacher burnout ratio in Pakistan’s special schools by using techniques such as emotions regulation. The researcher employed a quantitative research methodology to fulfill the research’s purpose. The data for this research was collected using a questionnaire-based instrument. The confirmatory factor analysis and structural equation modeling techniques were used to test the construct validity and underlying structural relationships. The findings demonstrated that the impacts of all three variables are significant in reducing job burnout in teachers. Emotional regulation helps decrease the impact of working conditions and the children’s behavior. Nevertheless, it does not aid work-life balance as it requires other techniques of emotional regulation. The research is significant as it highlights the importance of overall working conditions’ improvement for teachers working with special needs children. The improvements are essential because the teachers must take extra effort and emotions into their job compared to a typical teacher. The researcher has highlighted the key finding, implications and limitations of this research besides suggesting directions for future research to facilitate peer researchers.

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The mediating effect of perceived social support on the relationship between mindfulness and burnout in special education teachers

Cited by 15 publications

References 41 publications

Effects of mindful emotion regulation on parents’ loneliness and social support: A longitudinal study during the coronavirus disease 2019 (COVID-19) pandemic in the United States

Effects of mindful emotion regulation on parents’ loneliness and social support: A longitudinal study during the coronavirus disease 2019 (COVID-19) pandemic in the United States

The Influence of Factors Such as Parenting Stress and Social Support on the State Anxiety in Parents of Special Needs Children During the COVID-19 Epidemic

Emotional Regulation as a Remedy for Teacher Burnout in Special Schools: Evaluating School Climate, Teacher’s Work-Life Balance and Children Behavior

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