Examining the Interplay between Trait Mindfulness and Thriving at Work among Teachers in Western China:The Mediating Role of General Self-Efficacy

This study explores the nuanced relationship between trait mindfulness and thriving at work among educators in Western China,emphasizing the mediating role of general self-efficacy.Employing a sample of 378 primary and secondary school teachers,this research utilizes the Five Facet Mindfulness Questionnaire(FFMQ),Thriving at Work Scale(TWS),and the General Self-Efficacy Scale(GSES)to conduct a thorough investigation.The findings indicate a significant positive correlation between trait mindfulness and thriving at work,between trait mindfulness and general self-efficacy,and between general self-efficacy and thriving at work.Additionally,trait mindfulness was found to have a positive predictive effect on both thriving at work and general self-efficacy,with general self-efficacy also showing a positive predictive effect on thriving at work.Importantly,general self-efficacy was identified as playing a partial mediating role in the relationship between trait mindfulness and thriving at work.These results underscore the importance of cultivating mindfulness and self-efficacy among teachers to enhance their enthusiasm for work,suggesting potential pathways for professional development and well-being in the educational sector.

Hope and Academic Procrastination in Adolescents: A Moderated Mediation Model

Academic procrastination among adolescents is an increasingly prominent problem. It is important to look forinfluences behind academic procrastination in the adolescent population. The present study aimed to revealthe explanatory mechanisms underlying the association between hope and academic procrastination behaviorsamong Chinese adolescents by testing the mediating role of attentional control and the moderating role of traitmindfulness. Participants in the current study were 1156 Chinese adolescents who completed self-report questionnaireson hope, attentional control, academic procrastination, and trait mindfulness. The results indicatedthat adolescent hope was negatively related to academic procrastination and that attentional control partiallymediated this association. In addition, trait mindfulness moderated the direct association between hope and academicprocrastination in the mediated model. In conclusion, identifying the mechanisms by which hope is associatedwith academic procrastination in adolescent populations is of potential value for the prevention of andintervention in this undesirable study habit.