31 Mindfulness-Based Stress Reduction intervention for elementary school teachers: a pilot study Table 3. Correlations Variables 1 2 3 4 5 6 7 8 1. Age – 2. Years of experience .819* – 3. Psychological complaints -.061 -.120 – 4. Pupil weight .333** .328** .105 – 5. PSS T1 (stress) -.162 -.164 .260* .090 – 6. FFMQ T1 (mindfulness) .340** .346** .093 .055 -.545** – 7. SCS T1 (selfcompassion) .374** .350** -.298* -.024 -.663** .612** – 8. MHC T1 (mental health) .040 .089 -.319* -.068 -.531** .334** .535** – Spearman correlations have been requested for ordinal variables. Pearson correlations have been requested for continuous varia- p < 0.01 * p < 0.05 Table 4. Averages pre- and post-measurement Pre- MBSR Post-MBSR Significance Scales M SD M SD Perceived Stress Scale 2.71 .72 2.27 .47 (t [66] = 5.62. p < .001) Five Facet Mindfulness Questionaire 3.09 .42 3.51 .37 (t [62] = -9.366. p< .001) Self Compassion Scale 3.74 1.03 4.93 .81 (t [60] = -6.425. p < .001) Mental Health Continuüm 3.13 .77 3.64 .64 (t [67] = -7.489. p < .001) Differences between groups of teachers To assess whether the intervention had varying effects on different groups of teachers, a repeated measures ANOVA was conducted with experienced stress as the primary outcome measure. Initially, the analysis revealed a marginally significant difference (p = .06) between teachers who had experienced psychological complaints in the past and those who had not. Specifically, teachers who had psychological complaints at the start of the training or in the past showed greater differences between pre- and postmeasurements. Similarly, a marginally significant difference was observed between teachers who worked in schools with weight-pupils < 17% and those in schools with above-average weight-pupils. Notably, teachers in schools with ≥ 17% weight-pupils exhibited a more pronounced decrease in experienced stress between the first and second measurement points (p = .093). 2
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