ArticlePsychology research and behavior management2024
The Relationship Between Trait Mindfulness and Depression in Elementary Pre-Service Teachers: The Sequential Mediating Role of Flow Experience and Learning Engagement.
Article in Psychology research and behavior management, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers, 1 of them a synthesis that pooled it.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
2 citing papers in PubMed, 1 synthesis or guideline pooled it.
- Learning flow in educational contexts: A meta-analysis of its antecedents and outcomes.The British journal of educational psychology · 2026Pooled it
- Adverse childhood experiences and learning engagement in medical students: the mediating role of negative emotions.BMC medical education · 2026Article
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Authors and funding
1 author.
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Abstract
Objective: The purpose of this study is to investigate the relationship between trait mindfulness, flow experience, learning engagement, and depression among elementary pre-service teachers. Methods: 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. Results: 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. Conclusion: 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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