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

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.

Keywords

• Mindfulness
• Pre-service early childhood teachers
• Self-compassion
• Self-regulation

References

1. Abenavoli, R. M., Jennings, P. A., Greenberg, M. T., Harris, A. R., & Katz, D. A. (2013). The protective effects of mindfulness against burnout among educators. Psychology of Education Review, 37(2), 57-69. https://doi.org/10.1007/s12671-015-0451-2
2. 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
3. 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
4. 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
5. 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
6. 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
7. 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
8. 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

9. 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
10. Bishop, S. R., Lau, M., Shapiro, S. L., Carlson, L. E., Anderson, N. D., Carmody, J., & Devins, G. (2004). Mindfulness: A proposed operational definition. Clinical Psychology: Science and Practice, 11(3), 230-241. https://doi.org/10.1093/clipsy.bph077
11. Bowlin, S. L., & Baer, R. A. (2012). Relationships between mindfulness, self-control, and psychological functioning. Personality and Individual Differences, 52(3), 411-415. https://doi.org/10.1016/j.paid.2011.10.050
12. Brown, J. M., Miller, W. R., & Lawendowski, L. A. (1999). The Self-Regulation Questionnaire. In L. VandeCreek and T. L. Jackson (Eds.), Innovations in Clinical Practice: A Source Book (pp. 281-289). Professional Resource Press.
13. 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
14. Brown, K. W., Ryan, R. M., & Creswell, J. D. (2007). Addressing fundamental questions about mindfulness. Psychological Inquiry, 18(4), 272-281 https://doi.org/10.1080/10478400701703344
15. Buchanan, T. K. (2017). Mindfulness and meditation in education. Young Children, 72(3), 69-74. Retrieved from https://www.jstor.org/stable/90013688
16. Butler, D. L., Lauscher, H. N., Jarvis-Selinger, S., & Beckingham, B. (2004). Collaboration and self-regulation in teachers’ professional development. Teaching and teacher education, 20(5), 435-455. https://doi.org/10.1016/j.tate.2004.04.003
17. Button, R. E. (2007). Teachers' anger, frustration, and self-regulation. In P. A. Schutz & R. Pekrun (Eds.), Emotion in education (pp. 259–274). Elsevier Academic Press.
18. Carmody, J., & Baer, R. A. (2008). Relationships between mindfulness practice and levels of mindfulness, medical and psychological symptoms and well-being in a mindfulness-based stress reduction program. Journal of Behavioral Medicine, 31, 23-33. https://doi.org/10.1007/s10865-007–9130-7
19. Chiesa, A., & Serretti, A. (2009). Mindfulness-based stress reduction for stress management in healthy people: a review and meta-analysis. The Journal of Alternative and Complementary Medicine, 15(5), 593-600. https://doi.org/10.1089/acm.2008.0495
20. Deniz, M., Kesici, Ş., & Sümer, A. S. (2008). The validity and reliability of the Turkish version of the Self-Compassion Scale. Social Behavior and Personality, 36(9), 1151-1160. https://doi.org/10.2224/sbp.2008.36.9.1151
21. Dundas, I., Binder, P. E., Hansen, T. G., & Stige, S. H. (2017). Does a short self‐compassion intervention for students increase healthy self-regulation? A randomized control trial. Scandinavian Journal of Psychology, 58(5), 443-450. https://doi.org/10.1111/sjop.12385
22. Elreda, M., Jennings, P. A., DeMauro, A. A., Mischenko, P. P., & Brown, J. L. (2018). Protective effects of interpersonal mindfulness for teachers’ emotional supportiveness in the classroom. Mindfulness, 10 537-546. https://doi.org/10.1007/s12671-018-0996-y
23. Ertürk, H. G. (2013). Öğretmen çocuk etkileşiminin niteliği ile çocukların öz düzenleme becerisi arasındaki ilişkinin incelenmesi [The examination of the relationship between teacher child interactions and children’s self regulation skills].[Doctoral Thesis Hacettepe University]. İlköğretim Bölümü Tez Koleksiyonu [Primary Education Thesis Collection]. Retrieved from http://hdl.handle.net/11655/1872
24. Evans, S., Wyka, K., Blaha, K. T., & Allen, E. S. (2018). Self-compassion mediates improvement in well-being in a mindfulness-based stress reduction program in a community-based sample. Mindfulness, 9(4), 1280-1287. https://doi.org/10.1007/s12671-017-0872-1
25. Flook, L., Goldberg, S. B., Pinger, L., Bonus, K., & Davidson, R. J. (2013). Mindfulness for teachers: A pilot study to assess effects on stress, burnout, and teaching efficacy. Mind, Brain, and Education, 7, 182-195. https://doi.org/10.1111/mbe.12026
26. Fraenkel, J. R., & Wallen, N. E. (2006). How to design and evaluate research in education. McGraw-Hill.
27. Gale, C., Gilbert, P., Read, N., & Goss, K. (2014). An evaluation of the impact of introducing compassion focused therapy to a standard treatment programme for people with eating disorders. Clinical Psychology & Psychotherapy 21(1), 1-12. https://doi.org/10.1002/cpp.1806
28. Gavish, B., & Friedman, I. A. (2010). Novice teachers’ experience of teaching: A dynamic aspect of burnout. Social psychology of education, 13, 141-167. https://doi.org/10.1007/s11218-009-9108-0
29. Geldhof, G. J., Little, T. D., & Colombo, J. (2010). Self-regulation across the lifespan. In M. E. Lamb & A. Freund (Eds.), Social and emotional development. Volume 2 of the handbook of life-span development (pp. 116-157). Editor-in-Chief: R. M. Lerner. Wiley.
30. Gol, A. K., & Royaei, N. (2013). EFL Teachers' Self-regulation and Job Performance. Theory & Practice in Language Studies, 3(10). 1855-1861. https://doi.org/10.4304/tpls.3.10.1855-1861
31. Gold, E., Smith, A., Hopper, I., Herne, D., Tansey, G., & Hulland, C. (2010). Mindfulness-based stress reduction (MBSR) for primary school teachers. J Child Fam Stud, 19, 184-189 (2010). https://doi.org/10.1007/s10826-009-9344-0
32. Goldin, P. R., & Gross, J. J. (2010). Effects of mindfulness-based stress reduction (MBSR) on emotion regulation in social anxiety disorder. Emotion, 10(1), 83-91. https://doi.org/10.1037/a0018441
33. Gustems-Carnicer, J., & Calderón, C. (2013). Coping strategies and psychological well-being among teacher education students. European Journal of Psychology of Education, 28(4), 1127-1140. https://doi.org/10.1007/s10212-012-0158-x
34. Gürbüz, S. ve Şahin, F. (2016). Sosyal bilimlerde araştırma yöntemleri, felsefe-yöntem-analiz [Research methods in social sciences, philosophy-method-analysis]. Seçkin Yayıncılık [Seçkin Publishing].
35. Hair, J. F., Black, W. C., Babin, B. J., Anderson, R. E., & Tatham, R. L. (2013). Multivariate Data Analysis. Prentice Hall.
36. Hofmann, S. G., Sawyer, A. T., Witt, A. A., & Oh, D. (2010). The effect of mindfulness-based therapy on anxiety and depression: a metanalytic review. Journal of Consulting and Clinical Psychology, 78(2), 169-183. https://doi.org/10.1037/a0018555.
37. Hollis-Walker, L., & Colosimo, K. (2011). Mindfulness, self-compassion, and happiness in non-meditators: A theoretical and empirical examination. Personality and Individual Differences, 50(2), 222-227. https://doi.org/10.1016/j.paid.2010.09.033.
38. Homan, K. J. (2016). Self-compassion and psychological well-being in older adults. Journal of Adult Development, 23(2), 111-119. https://doi.org/10.1007/s10804-016-9227-8
39. Hwang, Y. S., Medvedev, O. N., Krägeloh, C., Hand, K., Noh, J. E., & Singh, N. N. (2019). The role of dispositional mindfulness and self-compassion in educator stress. Mindfulness, 10(8), 1692-1702. https://doi.org/10.1007/s12671-019-01183-x
40. Jamil, F. M., Downer, J. T., & Pianta, R. C. (2012). Association of pre-service teachers' performance, personality, and beliefs with teacher self-efficacy at program completion. Teacher Education Quarterly, 39(4), 119-138. Retriewed from https://files.eric.ed.gov/fulltext/EJ1001446.pdf
41. Jennings, P. A. (2014). Early childhood teachers’ well-being, mindfulness, and self- compassion in relation to classroom quality and attitudes towards challenging students. Mindfulness, 6(4), 732-743. https://doi.org/10.1007/s12671-014-0312-4
42. Jennings, P. A. (2015). Early childhood teachers’ well-being, mindfulness, and self-compassion in relation to classroom quality and attitudes towards challenging students. Mindfulness, 6(4), 732-743. https://doi.org/10.1007/s12671-014-0312-4
43. Jennings, P. A. (2015). Mindfulness for Teachers: Simple Skills for Peace and Productivity in the Classroom. W.W. Norton.
44. Kabat-Zinn, J. (2003). Mindfulness-Based Interventions in Context: Past, Present, and Future. Clinical Psychology: Science and Practice, 10(2), 144-156. https://doi.org/10.1093/clipsy/bpg016
45. Kelly, A. C. & Carter, J. C. (2015) Self-compassion training for binge eating disorder: A pilot randomized controlled trial. Psychology and Psychotherapy: Theory, Research and Practice, 88(3), 285-303. https://doi.org/10.1111/papt.12044
46. Kelly, A. C., Carter, J. C., & Borairi, S. (2014) Are improvements in shame and self-compassion early in eating disorders treatment associated with better patient outcomes? International Journal of Eating Disorders, 47(1), 54-64. https://doi.org/10.1002/eat.22196
47. Kelly, A. C., Zuroff, D. C., Foa, C. L., & Gilbert, P. (2010). Who benefits from training in self-compassionate self-regulation? A study of smoking reduction. Journal of Social and Clinical Psychology, 29(7), 727-755. Retrieved from https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.362.6609&rep=rep1&type =pdf
48. Keng, S. L., Smoski, M. J., & Robins, C. J. (2011). Effects of mindfulness on psychological health: A review of empirical studies. Clinical Psychology Review, 31(6), 1041-1056. https://doi.org/10.1016/j.cpr.2011.04.006
49. Khoury, B., Sharma, M., Rush, S. E., & Fournier, C. (2015). Mindfulness-based stress reduction for healthy individuals: A meta-analysis. Journal of Psychosomatic Research, 78(6), 519-528. https://doi.org/10.1016/j.jpsychores.2015.03.009
50. Ko, C. M., Grace, F., Chavez, G. N., Grimley, S. J., Dalrymple, E. R., & Olson, L. E. (2018). Effect of seminar on compassion on student self-compassion, mindfulness and well-being: A randomized controlled trial. Journal of American College Health, 66(7), 537-545. https://doi.org/10.1080/07448481.2018.1431913
51. Kurt, Ş. H., & Sığırtmaç, A. D. (2021). Okul öncesi öğretmenlerinin öz düzenleme becerisi ve öz-düzenlemeli öğrenmeyi destekleyen uygulamalarının sınıf yönetimi becerisi üzerine etkisi [The effect of practices supporting self-regulated learning and preschool teachers’ self-regulations on classroom management skills]. Erken Çocukluk Çalışmaları Dergisi [Journal of Childhood Studies], 5(1), 135-151. https://doi.org/10.24130/eccd-jecs.1967202151245
52. Lomas, T., Medina, J. C., Ivtzan, I., Rupprecht, S., Hart, R., & Eiroa-Orosa, F. J. (2017). The impact of mindfulness on well-being and performance in the workplace: An inclusive systematic review of the empirical literature. European Journal of Work and Organizational Psychology, 26(4), 492-513. https://doi.org/10.1080/1359432X.2017.1308924
53. McCallum, F., & Price, D. (2010). Well teachers, well students. Journal of Student Wellbeing, 4(1), 19-34. https://doi.org/10.21913/JSW.v4i1.599
54. McClelland, M., Geldhof, J., Morrison, F., Gestsdóttir, S., Cameron, C., Bowers, E., Duckworth, A., Little, T., & Grammer, J. (2018). Self-regulation. In N. Halfon, C. B. Forrest, R. M. Lerner & E. M. Faustman (Eds.), Handbook of life course and health development (pp. 275-298). Springer Nature.
55. McCormick, J., & Barnett, K. (2011). Teachers' attributions for stress and their relationships with burnout. International Journal of Educational Management, 25(3), 278-293. https://doi.org/10.1108/09513541111120114
56. McInerney, D. M., Ganotice, F. A., King, R. B., Morin, A. J., & Marsh, H. W. (2015). Teachers’ commitment and psychological well-being: Implications of self-beliefs for teaching in Hong Kong. Educational Psychology, 35(8), 926-945. https://doi.org/10.1080/01443410.2014.895801
57. McKay, T., & Walker, B. R. (2021). Mindfulness, self-compassion and wellbeing. Personality and Individual Differences, 168, 1-3. https://doi.org/10.1016/j.paid.2020.110412
58. Meiklejohn, J., Phillips, C., Freedman, M. L., Griffin, M. L., Biegel, G., Roach, A., Saltzman, A. (2012). Integrating Mindfulness Training into K-12 Education: Fostering the Resilience of Teachers and Students. Mindfulness, 3(4), 291-307. https://doi.org/10.1007/s12671- 012-0094-5
59. Napoli, M. (2004). Mindfulness Training for Teachers: A Pilot Program. Complement Health Pract Rev, 9(1), 31-42. https://doi.org/10.1177/1076167503253435
60. Neff, K. D. (2003). The development and validation of a scale to measure self-compassion. Self and Identity, 2(3), 223-250. https://doi.org/10.1080/15298860309027
61. Neff, K. D. (2009). Self-compassion. In M. R. Leary & R. H. Hoyle (Eds.), Handbook of individual differences in social behavior (pp. 561-573). Guilford Press.
62. Neff, K., & Germer, C. (2017). Self-compassion and psychological well-being. In E. M. Seppälä, E. Simon-Thomas, S. L. Brown, M. C. Worline, C. D. Cameron, & J. R. Doty (Eds.), The Oxford handbook of compassion science (pp. 371-385). Oxford University Press.
63. Neff, K., & Knox, M. C. (2016). Self-compassion. In I. Ivtzan & T. Lovas (Eds) Mindfulness in positive psychology: The science of meditation and well-being, (pp. 37-45). Routledge.
64. Özyeşil, Z., Arslan, C., Kesici, Ş., & Deniz, M. E. (2011). Bilinçli farkındalık ölçeği’ni Türkçeye uyarlama çalışması [Adaptation of the mindful attention awareness scale into Turkish]. Eğitim ve Bilim [Education and Science], 36(160), 224-235. Retrieved from http://eb.ted.org.tr/index.php/EB/article/view/697
65. Pallant, J. (2020). SPSS survival manual: A step by step guide to data analysis using IBM SPSS. McGraw-hill education.
66. Panatik, S. A. B., Badri, S. K. Z., Rajab, A., Rahman, H. A., & Shah, I. M. (2011). The impact of work family conflict on psychological well-being among school teachers in Malaysia. Procedia-Social and Behavioral Sciences, 29, 1500-1507. http://dx.doi.org/10.1016/j.sbspro.2011.11.390
67. Randi, J. (2004). Teachers as self-regulated learners. Teachers College Record, 106(9), 1825-1853. https://doi.org/10.1111/j.1467-9620.2004.00407.x
68. Rimm-Kaufman, S. E., & Hamre, B. K. (2010). The role of psychological and developmental science in efforts to improve teacher quality. Teachers College Record, 112(12), 2988-3023. https://doi.org/10.1177/016146811011201204
69. Roemer, L., Orsillo, S. M., & Salters-Pedneault, K. (2008). Efficacy of an acceptance-based behavior therapy for generalized anxiety disorder: Evaluation in a randomized controlled trial. Journal of Consulting and Clinical Psychology, 76(6), 1083-1089. https://doi.org/10.1037/a0012720
70. Roeser, R. W., Schonert-Reichl, K. A., Jha, A., Cullen, M., Wallace, L., Wilensky, R., Harrison, J. (2013). Mindfulness training and reductions in teacher stress and burnout: Results from two randomized wait-list control field trials. Journal of Educational Psychology,105(3),787-804. https://doi.org/10.1037/a0032093
71. Singh, S., & Sharma, N. R. (2018). Self-regulation as a correlate of psychological well-being. Indian Journal of Health and Wellbeing, 9(3), 441-444. Retrieved from http://www.iahrw.com/index.php/home/journal_detail/19#list
72. Shieh, G. (2009). Detecting interaction effects in moderated multiple regression with continuous variables power and sample size considerations. Organizational Research Methods, 12(3), 510–528. https://doi.org/10.1177/1094428108320370
73. Takahashi, T., Sugiyama, F., Kikai, T., Kawashima, I., Guan, S., Oguchi, M., ... & Kumano, H. (2019). Changes in depression and anxiety through mindfulness group therapy in Japan: The role of mindfulness and self-compassion as possible mediators. BioPsychoSocial Medicine, 13(4), 1-10. https://doi.org/10.1186/s13030-019-0145-4
74. Tandler, N., Kirkcaldy, B., Petersen, L.-E., & Athanasou, J. (2019). Is there a role for mindfulness and self-compassion in reducing stress in the teaching profession? Minerva Psichiatrica, 60(1), 51–59. https://doi.org/10.23736/S0391-1772.19.01998-8
75. Tang, Y. Y., Hölzel, B. K., & Posner, M. I. (2015). The neuroscience of mindfulness meditation. Nature Reviews Neuroscience, 16(4), 213-225. https://doi.org/10.1038/nrn3916
76. Teasdale, J. D., Segal, Z. V., Williams, J. M. G., Ridgeway, V. A., Soulsby, J. M., & Lau, M. A. (2000). Prevention of relapse/recurrence in major depression by mindfulness-based cognitive therapy. Journal of Consulting and Clinical Psychology, 68(4), 615-623. https://doi.org/10.1037//0022-006X.68.4.615
77. Terry, M. L., & Leary, M. R. (2011). Self-compassion, self-regulation, and health. Self and identity, 10(3), 352-362. https://doi.org/10.1080/15298868.2011.558404
78. Toussi, M. T. M., Boori, A. A., & Ghanizadeh, A. (2011). The Role of EFL Teachers' Self-Regulation in Effective Teaching. World Journal of Education, 1(2), 39-48. https://doi.org/10.5430/wje.v1n2p39
79. Whitehead, A. (2011). Mindfulness in early childhood education. Early Education, 49, 21-24. Retrieved from https://www.aut.ac.nz/__data/assets/pdf_file/0005/108968/EE49_web.pdf#page=22
80. Woods, H., & Proeve, M. (2014). Relationships of mindfulness, self-compassion, and meditation experience with shame proneness. Journal of Cognitive Psychotherapy, 28(1), 20-33. https://doi.org/10.1891/0889-8391.28.1.20
81. Wörfel, F., Gusy, B., & Lohmann, K., (2015). Schützt Selbstmit¬gefühl Studierende vor Burnout? Prävent Gesundhförd 10, 49-54. https://doi.org/10.1007/s11553-014-0471-0
82. Yaşar-Ekici, F. (2017). Evaluation of preschool teachers in terms of professional burnout. Journal of Social Sciences of Muş Alparslan University, 5(2), 425-446. https://doi.org/10.18506/anemon.289246
83. Zenner, C., Herrnleben-Kurz, S., & Walach, H. (2014). Mindfulness-based interventions in schools-A systematic review and meta-analysis. Frontiers in Psychology. 5(603), 1-20. https://doi.org/10.3389/fpsyg.2014.00603
84. Zimmerman, B. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekarts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13-39). Academic Press.