Mediating Role of Teachers’ Effective Communication Skills in the Relationship between Interpersonal Mindfulness and Subjective Well-Being

Q3 Social Sciences Journal of Learning for Development Pub Date : 2023-11-17 DOI:10.56059/jl4d.v10i3.709
Esra Tekel, S. Erus
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Abstract

The purpose of this study is to determine whether teachers’ effective communication skills were a mediator in the relationship between interpersonal mindfulness and subjective well-being. 315 teachers participated in this study which was designed as a correlational model. Personal Information Form, Interpersonal Mindfulness Scale-TR (IMS-TR), Effective Communication Skills Scale (ECSS), Positive and Negative Emotion Scale (PANAS), and Life Satisfaction Scale (LSS) were used to collect data. To determine the mediating role of effective communication skills in the relationship between interpersonal mindfulness and subjective well-being, Bootstrapping method was applied. The results revealed that indirect effect of interpersonal mindfulness on subjective well-being via effective communication skills was statistically significant. Effective communication skills were a partial mediator in the relationship between interpersonal mindfulness and subjective well-being of teachers. Consequently, interpersonal mindfulness may enhance effective communication skills and owing to this rising subjective well-being may grow stronger.
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教师的有效沟通技巧在人际交往正念与主观幸福感关系中的中介作用
本研究旨在确定教师的有效沟通技巧是否是人际正念与主观幸福感之间关系的中介。有 315 名教师参与了这项研究,研究设计为相关模型。研究采用了个人信息表、人际正念量表-TR(IMS-TR)、有效沟通技能量表(ECSS)、正负情绪量表(PANAS)和生活满意度量表(LSS)来收集数据。为了确定有效沟通技巧在人际正念与主观幸福感之间的中介作用,研究采用了 Bootstrapping 方法。结果显示,人际正念通过有效沟通技巧对主观幸福感的间接影响在统计学上是显著的。有效沟通技能是人际正念与教师主观幸福感之间关系的部分中介。因此,人际正念可能会提高有效沟通技能,从而增强主观幸福感。
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来源期刊
Journal of Learning for Development
Journal of Learning for Development Social Sciences-Education
CiteScore
1.90
自引率
0.00%
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0
审稿时长
24 weeks
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