Can mindfulness mitigate the energy-depleting process and increase job resources to prevent burnout? A study on the mindfulness trait in the school context
Past studies in the teaching context provided evidence of the role of mindfulness-based intervention in improving occupational wellbeing. This study aims to increase the extant knowledge by testing the mechanism that links teachers' mindfulness at work to occupational wellbeing. Rooted in the j...
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| creator | Guidetti, Gloria Viotti, Sara Badagliacca, Rosa Colombo, Lara Converso, Daniela |
| description | Past studies in the teaching context provided evidence of the role of mindfulness-based intervention in improving occupational wellbeing. This study aims to increase the extant knowledge by testing the mechanism that links teachers' mindfulness at work to occupational wellbeing. Rooted in the job demand-resource model, the mindfulness trait is conceptualized as a personal resource that has the ability to impact and interact with job demands and resources, specifically workload stress appraisal and perceived meaningfulness of work, in affecting teachers' burnout.
A sample of primary, middle, and secondary school teachers (N = 605) completed a questionnaire that aimed to assess teachers' mindfulness trait and the measures of the quality of occupational life in the school context. Confirmatory factor analysis (CFA) was conducted to test the model fit indices; further analyses were performed to test the hypotheses about mediation and moderation effects.
The CFA showed good model fit indices. Further analyses highlighted that teachers' mindfulness is negatively associated with workload stress appraisal and that positively influenced work meaning, in turn mediating the relationship between mindfulness and burnout. Finally, mindfulness moderated the effect of workload stress appraisal on burnout.
Rooted in the job demand-resource model, this study emphasizes an underrepresented personal resource, that is, the mindfulness trait at work, and the links that favor its impact on burnout. Practical and future research implications are also discussed. |
| doi_str_mv | 10.1371/journal.pone.0214935 |
| format | Article |
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A sample of primary, middle, and secondary school teachers (N = 605) completed a questionnaire that aimed to assess teachers' mindfulness trait and the measures of the quality of occupational life in the school context. Confirmatory factor analysis (CFA) was conducted to test the model fit indices; further analyses were performed to test the hypotheses about mediation and moderation effects.
The CFA showed good model fit indices. Further analyses highlighted that teachers' mindfulness is negatively associated with workload stress appraisal and that positively influenced work meaning, in turn mediating the relationship between mindfulness and burnout. Finally, mindfulness moderated the effect of workload stress appraisal on burnout.
Rooted in the job demand-resource model, this study emphasizes an underrepresented personal resource, that is, the mindfulness trait at work, and the links that favor its impact on burnout. Practical and future research implications are also discussed.</description><identifier>ISSN: 1932-6203</identifier><identifier>EISSN: 1932-6203</identifier><identifier>DOI: 10.1371/journal.pone.0214935</identifier><identifier>PMID: 30947256</identifier><language>eng</language><publisher>United States: Public Library of Science</publisher><subject>Adult ; Analysis ; Biology and Life Sciences ; Burnout ; Burnout, Professional - epidemiology ; Burnout, Professional - psychology ; Control ; Cross-Sectional Studies ; Factor analysis ; Female ; Health psychology ; High schools ; Humans ; Job Satisfaction ; Job stress ; Male ; Mediation ; Medicine and Health Sciences ; Middle Aged ; Mindfulness ; Model testing ; Occupational health ; People and Places ; Physical Sciences ; Physiology ; Practice ; Prevention ; Psychological aspects ; Sampling methods ; School Teachers - psychology ; Social Sciences ; Stress ; Studies ; Surveys and Questionnaires ; Teacher evaluation ; Teachers ; Teaching ; Teaching methods ; Work environment ; Working conditions ; Workload ; Workload - psychology</subject><ispartof>PloS one, 2019-04, Vol.14 (4), p.e0214935-e0214935</ispartof><rights>COPYRIGHT 2019 Public Library of Science</rights><rights>2019 Guidetti et al. This is an open access article distributed under the terms of the Creative Commons Attribution License: http://creativecommons.org/licenses/by/4.0/ (the “License”), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License.</rights><rights>2019 Guidetti et al 2019 Guidetti et al</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c692t-c96e088a79876b70f63755e6a64eea23a95c295fe093aba19ba3fa6e81a619f13</citedby><cites>FETCH-LOGICAL-c692t-c96e088a79876b70f63755e6a64eea23a95c295fe093aba19ba3fa6e81a619f13</cites><orcidid>0000-0001-9026-9334</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.ncbi.nlm.nih.gov/pmc/articles/PMC6448859/pdf/$$EPDF$$P50$$Gpubmedcentral$$Hfree_for_read</linktopdf><linktohtml>$$Uhttps://www.ncbi.nlm.nih.gov/pmc/articles/PMC6448859/$$EHTML$$P50$$Gpubmedcentral$$Hfree_for_read</linktohtml><link.rule.ids>230,314,723,776,780,860,881,2096,2915,23845,27901,27902,53766,53768,79342,79343</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/30947256$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Guidetti, Gloria</creatorcontrib><creatorcontrib>Viotti, Sara</creatorcontrib><creatorcontrib>Badagliacca, Rosa</creatorcontrib><creatorcontrib>Colombo, Lara</creatorcontrib><creatorcontrib>Converso, Daniela</creatorcontrib><title>Can mindfulness mitigate the energy-depleting process and increase job resources to prevent burnout? A study on the mindfulness trait in the school context</title><title>PloS one</title><addtitle>PLoS One</addtitle><description>Past studies in the teaching context provided evidence of the role of mindfulness-based intervention in improving occupational wellbeing. This study aims to increase the extant knowledge by testing the mechanism that links teachers' mindfulness at work to occupational wellbeing. Rooted in the job demand-resource model, the mindfulness trait is conceptualized as a personal resource that has the ability to impact and interact with job demands and resources, specifically workload stress appraisal and perceived meaningfulness of work, in affecting teachers' burnout.
A sample of primary, middle, and secondary school teachers (N = 605) completed a questionnaire that aimed to assess teachers' mindfulness trait and the measures of the quality of occupational life in the school context. Confirmatory factor analysis (CFA) was conducted to test the model fit indices; further analyses were performed to test the hypotheses about mediation and moderation effects.
The CFA showed good model fit indices. Further analyses highlighted that teachers' mindfulness is negatively associated with workload stress appraisal and that positively influenced work meaning, in turn mediating the relationship between mindfulness and burnout. Finally, mindfulness moderated the effect of workload stress appraisal on burnout.
Rooted in the job demand-resource model, this study emphasizes an underrepresented personal resource, that is, the mindfulness trait at work, and the links that favor its impact on burnout. 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Academic</collection><collection>PubMed Central (Full Participant titles)</collection><collection>DOAJ Directory of Open Access Journals</collection><jtitle>PloS one</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Guidetti, Gloria</au><au>Viotti, Sara</au><au>Badagliacca, Rosa</au><au>Colombo, Lara</au><au>Converso, Daniela</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Can mindfulness mitigate the energy-depleting process and increase job resources to prevent burnout? A study on the mindfulness trait in the school context</atitle><jtitle>PloS one</jtitle><addtitle>PLoS One</addtitle><date>2019-04-04</date><risdate>2019</risdate><volume>14</volume><issue>4</issue><spage>e0214935</spage><epage>e0214935</epage><pages>e0214935-e0214935</pages><issn>1932-6203</issn><eissn>1932-6203</eissn><abstract>Past studies in the teaching context provided evidence of the role of mindfulness-based intervention in improving occupational wellbeing. This study aims to increase the extant knowledge by testing the mechanism that links teachers' mindfulness at work to occupational wellbeing. Rooted in the job demand-resource model, the mindfulness trait is conceptualized as a personal resource that has the ability to impact and interact with job demands and resources, specifically workload stress appraisal and perceived meaningfulness of work, in affecting teachers' burnout.
A sample of primary, middle, and secondary school teachers (N = 605) completed a questionnaire that aimed to assess teachers' mindfulness trait and the measures of the quality of occupational life in the school context. Confirmatory factor analysis (CFA) was conducted to test the model fit indices; further analyses were performed to test the hypotheses about mediation and moderation effects.
The CFA showed good model fit indices. Further analyses highlighted that teachers' mindfulness is negatively associated with workload stress appraisal and that positively influenced work meaning, in turn mediating the relationship between mindfulness and burnout. Finally, mindfulness moderated the effect of workload stress appraisal on burnout.
Rooted in the job demand-resource model, this study emphasizes an underrepresented personal resource, that is, the mindfulness trait at work, and the links that favor its impact on burnout. Practical and future research implications are also discussed.</abstract><cop>United States</cop><pub>Public Library of Science</pub><pmid>30947256</pmid><doi>10.1371/journal.pone.0214935</doi><tpages>e0214935</tpages><orcidid>https://orcid.org/0000-0001-9026-9334</orcidid><oa>free_for_read</oa></addata></record> |
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| source | Public Library of Science (PLoS) Journals Open Access; MEDLINE; DOAJ Directory of Open Access Journals; Elektronische Zeitschriftenbibliothek - Frei zugängliche E-Journals; PubMed Central; Free Full-Text Journals in Chemistry |
| subjects | Adult Analysis Biology and Life Sciences Burnout Burnout, Professional - epidemiology Burnout, Professional - psychology Control Cross-Sectional Studies Factor analysis Female Health psychology High schools Humans Job Satisfaction Job stress Male Mediation Medicine and Health Sciences Middle Aged Mindfulness Model testing Occupational health People and Places Physical Sciences Physiology Practice Prevention Psychological aspects Sampling methods School Teachers - psychology Social Sciences Stress Studies Surveys and Questionnaires Teacher evaluation Teachers Teaching Teaching methods Work environment Working conditions Workload Workload - psychology |
| title | Can mindfulness mitigate the energy-depleting process and increase job resources to prevent burnout? A study on the mindfulness trait in the school context |
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