ArticleFrontiers in psychology2026
The mediating role of emotional intelligence in the relationship between physical education and sports teachers' mindfulness and psychological resilience.
Article in Frontiers in psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
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.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
7 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Introduction: Although associations among mindfulness, emotional intelligence, and psychological resilience have been reported in previous research, evidence clarifying the indirect pathways among these variables within specific occupational contexts, particularly among physical education and sports teachers, remains limited. Therefore, this study examined the associations between teachers' dispositional mindfulness and psychological resilience and investigated the mediating role of emotional intelligence in this relationship. Methods: Using a cross-sectional correlational design, data were collected from 366 physical education and sports teachers working in public secondary and high schools in Erzurum province, Türkiye. Mindfulness was assessed using the Mindful Attention Awareness Scale (MAAS), emotional intelligence using the Trait Emotional Intelligence Questionnaire-Short Form (TEIQue-SF), and psychological resilience using the Brief Resilience Scale (BRS). Confirmatory factor analyses were conducted to evaluate the measurement properties of the instruments. Indirect effects were tested using PROCESS Model 4 with bootstrap resampling (5,000 samples), while controlling for years of professional experience. In addition, a complementary parcel-based structural equation modeling (SEM) analysis was conducted to examine the robustness of the mediation findings under a latent-variable framework. Results: The results indicated that dispositional mindfulness was positively associated with psychological resilience. Emotional intelligence demonstrated a significant mediating effect in the relationship between mindfulness and resilience. While the composite-score analysis suggested partial mediation, the complementary SEM analysis supported full mediation. Conclusion: These findings suggest that higher levels of mindful attention and awareness are associated with greater psychological resilience, primarily through emotional intelligence-related capacities. Given the cross-sectional and self-report nature of the data, the findings should be interpreted as associative rather than causal. Overall, the results highlight the potential relevance of mindfulness- and emotion-focused approaches in supporting the psychological functioning of physical education and sports teachers.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.