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The mediating role of teaching enthusiasm in the relationship between mindfulness, growth mindset, and psychological well-being of Chinese EFL teachers

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  • Yushu Xu

    (Shanghai University of Finance and Economy Zhejiang College)

  • Jing Wang

    (Shanghai University of Finance and Economy Zhejiang College)

Abstract

This mixed-methods study investigates the complex factors affecting the psychological well-being of Chinese EFL teachers, particularly the direct effects of mindfulness and growth mindset, and the mediating role of teaching enthusiasm. A quantitative survey (n = 268) was distributed to EFL teachers across diverse provinces in China. Established scales measured psychological well-being, mindfulness, growth mindset, and teaching enthusiasm. The data was analyzed using structural equation modeling (SEM) with two phases in SPSS and AMOS software. A qualitative phase, employing semi-structured interviews with a subsample (n = 12) of participants, provided deeper insights into the lived experiences of teachers. The quantitative analysis yielded positive direct relationships between mindfulness, growth mindset, and well-being. Notably, teaching enthusiasm emerged as a significant mediating factor. These findings suggest that mindfulness and growth mindset indirectly influence well-being through their positive impact on teaching enthusiasm. The qualitative data corroborated these results, showcasing how mindfulness practices and a growth mindset contribute to a more passionate and fulfilling teaching experience. These combined findings underscore the importance of promoting mindfulness, growth mindset, and teaching enthusiasm to enhance the psychological well-being of Chinese EFL teachers.

Suggested Citation

  • Yushu Xu & Jing Wang, 2024. "The mediating role of teaching enthusiasm in the relationship between mindfulness, growth mindset, and psychological well-being of Chinese EFL teachers," Palgrave Communications, Palgrave Macmillan, vol. 11(1), pages 1-15, December.
    • Handle: RePEc:pal:palcom:v:11:y:2024:i:1:d:10.1057_s41599-024-03694-y
    DOI: 10.1057/s41599-024-03694-y
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    References listed on IDEAS

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    1. Pilar Puertas Molero & Félix Zurita Ortega & José Luis Ubago Jiménez & Gabriel González Valero, 2019. "Influence of Emotional Intelligence and Burnout Syndrome on Teachers Well-Being: A Systematic Review," Social Sciences, MDPI, vol. 8(6), pages 1-12, June.
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