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

Summary

Trait mindfulness significantly reduces depression among elementary pre-service teachers, with a sample of 614 participants showing that higher mindfulness levels are linked to lower depression rates. The study reveals that flow experience and learning engagement act as crucial mediators, enhancing the positive effects of mindfulness on mental health. Specifically, increased flow and engagement can lead to a notable decrease in depressive symptoms, highlighting the importance of fostering these traits in educational settings to support future teachers’ well-being and effectiveness.

Abstract

The purpose of this study is to investigate the relationship between trait mindfulness, flow experience, learning engagement, and depression among elementary pre-service teachers. 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. 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. 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.

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