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The Relationship between Pre-service Early Childhood Teachers’ Self-Compassion and Self-Regulation: The Moderating Effect of Mindfulness

Year 2023, Volume: 7 Issue: 3, 389 - 407, 30.12.2023
https://doi.org/10.54535/rep.1292858

Abstract

Teacher characteristics are one indicator which might affect teachers’ teaching practices. The current study was focused on several characteristics that might have an effect on teaching practices. The aim of this study was to examine the relationship between self-compassion skills, self-regulation skills, and mindfulness scores of pre-service early childhood teachers and reveal the moderator function of mindfulness in the relationship between self-compassion and self-regulation skills. To accomplish this aim, correlational research method was used and multiple regression analysis was applied to data collected from 213 pre-service teachers. Data were collected through four different instruments: “Personal Information Form, Self-Compassion Scale, Self-Regulation Questionnaire, and Mindful Attention Awareness Scale.” As a result, a significant relationship between self-compassion and self-regulation skills and a statistically significant relationship between self-compassion skills and mindfulness scores were found. Also, a statistically significant relationship between self-regulation skills and mindfulness scores was revealed. Finally, a moderator effect on the relationship between self-regulation and self-compassion skills of participants was discovered. As a result of the consideration of the related literature, the importance of mindfulness practices for pre-service teachers will be highlighted.

References

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Year 2023, Volume: 7 Issue: 3, 389 - 407, 30.12.2023
https://doi.org/10.54535/rep.1292858

Abstract

References

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  • Ahmed, N., & Malik, B. (2019). Impact of psychological empowerment on job performance of teachers: Mediating role of psychological well-being. Review of Economics and Development Studies, 5(3), 451-460. https://doi.org/10.26710/reads.v5i3.693
  • Akman, B., Taşkın, N., Özden, Z., & Çörtü, F. (2010). A study on preschool teachers’ burnout. Elementary Education Online, 9(2), 807-815. Retrieved from http://ilkogretim-online.org.tr
  • Al-Adwan, F. E. Z., & Al-Khayat, M. M. (2017). Psychological Burnout in Early Childhood Teachers: Levels and Reasons. International Education Studies, 10(1), 179-189. https://doi.org/10.5539/ies.v10n1p179
  • Aydın, S., Keskin, M. Ö., & Yel, M. (2014). Öz-düzenleme ölçeğinin Türkçe uyarlaması: Geçerlik ve güvenirlik çalışması [Turkish adaptation of the self-regulation questionnaire: A study on validity and reliability]. Turkish Journal of Education, 3(1), 24-33. https://doi.org/10.19128/turje.181073
  • Aydın Sünbül, Z., & Yerin Güneri, O. (2019). The relationship between mindfulness and resilience: The mediating role of self-compassion and emotion regulation in a sample of underprivileged Turkish adolescents. Personality and Individual Differences, 139, 337-342. https://doi.org/10.1016/j.paid.2018.12.009
  • Baer, R. A., Lykins, E. L. B., & Peters, J. R. (2012). Mindfulness and self-compassion as predictors of psychological wellbeing in long-term meditators and matched nonmeditators. The Journal of Positive Psychology, 7(3), 230-238. https://doi.org/10.1080/17439760.2012.674548
  • Beshai, S., Prentice, J. L., & Huang, V. (2018). Building blocks of emotional flexibility: Trait mindfulness and self-compassion are associated with positive and negative mood shifts. Mindfulness, 9(3), 939-948. https://doi.org/10.1007/s12671-017-0833-8
  • Biber, D. D., & Ellis, R. (2019). The effect of self-compassion on the self-regulation of health behaviors: A systematic review. Journal of health psychology, 24(14), 2060-2071. https://doi.org/10.1177/1359105317713361
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  • Brown, K. W., & Ryan, R. M. (2003). The benefits of being present: Mindfulness and its role in psychological well-being. Journal of Personality and Social Psychology, 84(4), 822-848. https://doi.org/10.1037/0022-3514.84.4.822
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Details

Primary Language English
Subjects Studies on Education
Journal Section Articles
Authors

Betül Yılmaz Çam 0000-0003-0278-3689

Funda Eda Tonga Çabuk 0000-0003-3350-9228

Feyza Tantekin Erden 0000-0001-6060-1877

Early Pub Date December 29, 2023
Publication Date December 30, 2023
Published in Issue Year 2023 Volume: 7 Issue: 3

Cite

APA Yılmaz Çam, B., Tonga Çabuk, F. E., & Tantekin Erden, F. (2023). The Relationship between Pre-service Early Childhood Teachers’ Self-Compassion and Self-Regulation: The Moderating Effect of Mindfulness. Research on Education and Psychology, 7(3), 389-407. https://doi.org/10.54535/rep.1292858

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