| dc.contributor.author | Yushu Xu | |
| dc.contributor.author | Jing Wang | |
| dc.date.accessioned | 2024-12-13T14:09:57Z | |
| dc.date.accessioned | 2026-05-20T07:08:05Z | |
| dc.date.available | 2026-05-20T07:08:05Z | |
| dc.date.issued | 2024-12-13T14:09:57Z | |
| dc.identifier.uri | https://doi.org/10.1057/s41599-024-03694-y | |
| dc.identifier.uri | http://digilib.fisipol.ugm.ac.id/repo/handle/15717717/47244 | |
| dc.description.abstract | Abstract This mixed-methods study investigates the complex factors affecting the psychological well-being of Chinese EFL teachers, particularly the direct effects of mindfulness and growth mindset, and the mediating role of teaching enthusiasm. A quantitative survey (n = 268) was distributed to EFL teachers across diverse provinces in China. Established scales measured psychological well-being, mindfulness, growth mindset, and teaching enthusiasm. The data was analyzed using structural equation modeling (SEM) with two phases in SPSS and AMOS software. A qualitative phase, employing semi-structured interviews with a subsample (n = 12) of participants, provided deeper insights into the lived experiences of teachers. The quantitative analysis yielded positive direct relationships between mindfulness, growth mindset, and well-being. Notably, teaching enthusiasm emerged as a significant mediating factor. These findings suggest that mindfulness and growth mindset indirectly influence well-being through their positive impact on teaching enthusiasm. The qualitative data corroborated these results, showcasing how mindfulness practices and a growth mindset contribute to a more passionate and fulfilling teaching experience. These combined findings underscore the importance of promoting mindfulness, growth mindset, and teaching enthusiasm to enhance the psychological well-being of Chinese EFL teachers. | |
| dc.publisher | Springer Nature | |
| dc.subject.lcc | History of scholarship and learning. The humanities; Social Sciences | |
| dc.title | The mediating role of teaching enthusiasm in the relationship between mindfulness, growth mindset, and psychological well-being of Chinese EFL teachers | |
| dc.type | Article | |
| dc.description.doi | 10.1057/s41599-024-03694-y | |
| dc.title.journal | Humanities & Social Sciences Communications | |
| dc.identifier.oai | oai:doaj.org/journal:dace6d7ca380471bb62ee4980a22f757 | |
