ArticleFrontiers in psychology2025
Alleviating occupational stress in Chinese junior high school teachers: the role of mindfulness-based interventions.
Article in Frontiers in psychology, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
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Who cites it
4 citing papers in PubMed.
- Self-Efficacy-Based intervention for stress management in health centers employees.BMC psychology · 2025Trial
- A Longitudinal Quasi-Experimental Evaluation of a Cognitive-Behavioral Intervention in Teachers: Changes in Psychosocial Risks, Burnout, Depression, and Salivary Cortisol.Behavioral sciences (Basel, Switzerland) · 2026Article
- A brief mindfulness intervention improves electrophysiological markers of attention in meditation-naïve individuals: the moderating role of inattention symptoms.Frontiers in psychology · 2025Article
- Classroom climate dimensions, self-efficacy, and music aesthetic literacy: a mediation study with Chinese non-music major college students.Frontiers in psychology · 2025Article
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Authors and funding
2 authors.
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Abstract
Introduction: Occupational stress is a significant issue among junior high school teachers in China, contributing to negative outcomes such as reduced mental health, impaired coping abilities, and decreased job satisfaction. Methods: This quasi-experimental study investigates the impact of mindfulness-based interventions on occupational stress and mental health among junior high school teachers in China. A total of 118 teachers participated in the study, with a randomly assigned experimental group undergoing an 4-week mindfulness training program, while the control group received no intervention. Standardized measures of occupational stress, mental health, coping self-efficacy, and mindfulness were used to assess the outcomes before and after the intervention. Findings: The findings revealed that teachers who participated in the mindfulness program experienced significant reductions in occupational stress and improvements in mental health and coping self-efficacy compared to the control group. Additionally mindfulness levels increased significantly among participants who underwent the training. Discussion: The results suggest that mindfulness-based interventions can effectively alleviate occupational stress and enhance psychological wellbeing among junior high school teachers in China, highlighting the importance of implementing such programs to support educators in managing stress and maintaining mental health.
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