Validation of online mindfulness-enhanced course for stress reduction in teachers
BackgroundMindfulness-based interventions have gained popularity as a means of reducing stress and increasing resilience among the preclinical population. The present study aimed to investigate the effects of an online mindfulness-enhanced course on stress reduction in teachers, especially since onl...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2023-04-01
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| Series: | Frontiers in Psychiatry |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyt.2023.1086142/full |
| _version_ | 1827973722315685888 |
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| author | Qun Ye Qun Ye Ying Huang Ying Huang Xingcheng Ge Xingcheng Ge Xiaolan Song Xiaolan Song |
| author_facet | Qun Ye Qun Ye Ying Huang Ying Huang Xingcheng Ge Xingcheng Ge Xiaolan Song Xiaolan Song |
| author_sort | Qun Ye |
| collection | DOAJ |
| description | BackgroundMindfulness-based interventions have gained popularity as a means of reducing stress and increasing resilience among the preclinical population. The present study aimed to investigate the effects of an online mindfulness-enhanced course on stress reduction in teachers, especially since online learning and teaching have been frequently applied to respond to emergencies such as COVID-19-relevant school suspension.MethodsThe study consisted of two phases. Phase 1 aimed to explore the relationship between teachers' perceived stress and mindfulness traits. In total of 6,252 teachers completed assessments of stress symptoms using the Chinese Perceived Stress Scale (CPSS) and occupational stress sources, as well as mindfulness using the Five Factor Mindfulness Questionnaire (FFMQ). Phase 2 aimed to examine the effectiveness of the online mindfulness-enhanced course. In total of 132 teachers were randomly assigned to either receive a 3-week online mindfulness course specifically designed for stress reduction and emotion regulation (N = 66) or a matched active control group (N = 66) and their pre-training and post-training self-reported states (e.g., perceived stress, mindfulness level, practice time) were measured.ResultsThe detection rate of Health Risk Stress (≥26 scores) was as high as 61.72%, and a negative association between the score of FFMQ and perceived stress level was found. Importantly, compared to the control group, the mindfulness training group showed a significant decrease in perceived stress and negative emotion, as well as an increase in understanding of the core mechanisms of mindfulness after training. Additionally, individual improvement in FFMQ scores was predicted by practice time.ConclusionsThe study showed a high percentage of teachers experiencing stress, and the data supported the reliability and validity of the brief online mindfulness-enhanced course designed to reduce stress and regulate emotion for frontline teachers. |
| first_indexed | 2024-04-09T19:42:18Z |
| format | Article |
| id | doaj.art-9d3743628ddb4d21a880bd19ca298dde |
| institution | Directory Open Access Journal |
| issn | 1664-0640 |
| language | English |
| last_indexed | 2024-04-09T19:42:18Z |
| publishDate | 2023-04-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychiatry |
| spelling | doaj.art-9d3743628ddb4d21a880bd19ca298dde2023-04-04T04:22:51ZengFrontiers Media S.A.Frontiers in Psychiatry1664-06402023-04-011410.3389/fpsyt.2023.10861421086142Validation of online mindfulness-enhanced course for stress reduction in teachersQun Ye0Qun Ye1Ying Huang2Ying Huang3Xingcheng Ge4Xingcheng Ge5Xiaolan Song6Xiaolan Song7School of Psychology, Zhejiang Normal University, Jinhua, Zhejiang, ChinaIntelligent Laboratory of Child and Adolescent Mental Health and Crisis Intervention of Zhejiang Province, Zhejiang Normal University, Jinhua, Zhejiang, ChinaSchool of Psychology, Zhejiang Normal University, Jinhua, Zhejiang, ChinaIntelligent Laboratory of Child and Adolescent Mental Health and Crisis Intervention of Zhejiang Province, Zhejiang Normal University, Jinhua, Zhejiang, ChinaSchool of Psychology, Zhejiang Normal University, Jinhua, Zhejiang, ChinaIntelligent Laboratory of Child and Adolescent Mental Health and Crisis Intervention of Zhejiang Province, Zhejiang Normal University, Jinhua, Zhejiang, ChinaSchool of Psychology, Zhejiang Normal University, Jinhua, Zhejiang, ChinaIntelligent Laboratory of Child and Adolescent Mental Health and Crisis Intervention of Zhejiang Province, Zhejiang Normal University, Jinhua, Zhejiang, ChinaBackgroundMindfulness-based interventions have gained popularity as a means of reducing stress and increasing resilience among the preclinical population. The present study aimed to investigate the effects of an online mindfulness-enhanced course on stress reduction in teachers, especially since online learning and teaching have been frequently applied to respond to emergencies such as COVID-19-relevant school suspension.MethodsThe study consisted of two phases. Phase 1 aimed to explore the relationship between teachers' perceived stress and mindfulness traits. In total of 6,252 teachers completed assessments of stress symptoms using the Chinese Perceived Stress Scale (CPSS) and occupational stress sources, as well as mindfulness using the Five Factor Mindfulness Questionnaire (FFMQ). Phase 2 aimed to examine the effectiveness of the online mindfulness-enhanced course. In total of 132 teachers were randomly assigned to either receive a 3-week online mindfulness course specifically designed for stress reduction and emotion regulation (N = 66) or a matched active control group (N = 66) and their pre-training and post-training self-reported states (e.g., perceived stress, mindfulness level, practice time) were measured.ResultsThe detection rate of Health Risk Stress (≥26 scores) was as high as 61.72%, and a negative association between the score of FFMQ and perceived stress level was found. Importantly, compared to the control group, the mindfulness training group showed a significant decrease in perceived stress and negative emotion, as well as an increase in understanding of the core mechanisms of mindfulness after training. Additionally, individual improvement in FFMQ scores was predicted by practice time.ConclusionsThe study showed a high percentage of teachers experiencing stress, and the data supported the reliability and validity of the brief online mindfulness-enhanced course designed to reduce stress and regulate emotion for frontline teachers.https://www.frontiersin.org/articles/10.3389/fpsyt.2023.1086142/fullteachermindfulnessonline coursestressemotion |
| spellingShingle | Qun Ye Qun Ye Ying Huang Ying Huang Xingcheng Ge Xingcheng Ge Xiaolan Song Xiaolan Song Validation of online mindfulness-enhanced course for stress reduction in teachers Frontiers in Psychiatry teacher mindfulness online course stress emotion |
| title | Validation of online mindfulness-enhanced course for stress reduction in teachers |
| title_full | Validation of online mindfulness-enhanced course for stress reduction in teachers |
| title_fullStr | Validation of online mindfulness-enhanced course for stress reduction in teachers |
| title_full_unstemmed | Validation of online mindfulness-enhanced course for stress reduction in teachers |
| title_short | Validation of online mindfulness-enhanced course for stress reduction in teachers |
| title_sort | validation of online mindfulness enhanced course for stress reduction in teachers |
| topic | teacher mindfulness online course stress emotion |
| url | https://www.frontiersin.org/articles/10.3389/fpsyt.2023.1086142/full |
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