The Relationship Between Trait Mindfulness and Depression in Elementary Pre-Service Teachers: The Sequential Mediating Role of Flow Experience and Learning Engagement.

Objective: The purpose of this study is to investigate the relationship between trait mindfulness, flow experience, learning engagement, and depression among elementary pre-service teachers. Methods: We employed the Five Facet Mindfulness Questionnaire, Flow Experience Scale, Learning Engagement Scale, and Center for Epidemiologic Studies Depression Scale to assess 614 elementary pre-service teachers. Results: Trait mindfulness in elementary pre-service teachers negatively predicts depression. Trait mindfulness indirectly impacts depression through flow experience and learning engagement. Furthermore, flow experience and learning engagement serve as mediating factors in the relationship between trait mindfulness and depression among elementary pre-service teachers. Conclusion: Flow experience and learning engagement play a mediating role in the relationship between trait mindfulness and depression among elementary pre-service teachers. This study enriches our understanding of depression cognitive theory, emphasizing the positive influence of internal resources on depression prevention. Additionally, it provides a deeper explanation of the mechanism through which trait mindfulness affects depression, offering valuable insights for future depression intervention programs.

The relationship between trait mindfulness and inclusive education attitudes of primary school teachers: a multiple mediating model.

Objective: This study aims to explore the impact of primary school teachers' empathy and efficacy for inclusive practice on the relationship between trait mindfulness and inclusive educational attitudes. Methods: A total of 606 primary school teachers were tested using the Five Facet Mindfulness Questionnaire, Interpersonal Response Index Scale, Teacher Self-efficacy for Inclusive Practice Scale, and Teachers' Multidimensional Attitudes toward Inclusive Education Scale. Results: Primary school teachers' trait mindfulness is significantly positively correlated with inclusive educational attitudes. Primary school teachers' trait mindfulness has an indirect impact on inclusive education attitudes through empathy, and primary school teachers' trait mindfulness has an indirect impact on inclusive education attitudes through teacher efficacy for inclusive practice. In addition, empathy and teacher efficacy for inclusive practice play a sequential mediating role between primary school teachers' trait mindfulness and inclusive education attitudes. Conclusion: This empirical study reveals that empathy and efficacy for inclusive practice play a sequential mediating role between primary school teachers' trait mindfulness and inclusive education attitudes. On one hand, this research contributes to enriching the outcomes in the field of inclusive education for primary school teachers, providing a theoretical foundation for the study of their inclusive education attitudes. On the other hand, the study offers a detailed explanation of the psychological mechanisms behind the impact of mindfulness traits on the inclusive education attitude of primary school teachers, guiding schools in implementing mindfulness-based intervention programs.