89 Potential mediators in a Mindfulness-Based Stress Reduction program for elementary school teachers to reduce perceived stress and improve well-being and classroom climate: A multiple mediation model Simple mediation models Table 3 shows the simple mediation models between the mediator measures (post-test, M) and dependent variables perceived stress, well-being, and classroom climate quality at follow-up (Y). The 95% CI of all indirect effects did not contain zero in any model. This indicates that the effects of the intervention versus control group on the dependent variables perceived stress, well-being and classroom climate quality were each mediated through mindfulness skills, self-compassion, teacher self-efficacy and emotion regulation. Table 3. Simple mediation models with mediators at post-test (T1) and dependent variables at follow-up (T2) Mediators T1 a b Total effect c Direct effect c’ Indirect effect a x b (95% CI) Perceived stress Mindfulness skills (FFMQ) 0.19*** -0.66*** -0.28** -0.16 -0.12 (-0.20, -0.06) Self-compassion (SCS-SF) 0.49*** -0.35*** -0.29** -0.12 -0.17 (-0.28, -0.08) Emotion regulation skills (BRIEF-A) -0.18*** 0.07*** -0.30** -0.19 -0.11 (-0.20, -0.04) Teacher selfefficacy (TSESSF) 0.38** -0.13* -0.29** -0.24* -0.05 (-0.11, 0.001) Well-being Mindfulness skills (FFMQ) 0.19*** 0.85*** 0.37** 0.21 0.16 (0.07, 0.27) Self-compassion (SCS-SF) 0.49*** 0.46*** 0.38** 0.16 0.22 (0.09, 0.38) Emotion regulation skills (BRIEF-A) -0.18*** -0.48** 0.38** 0.29* 0.09 (0.02, 0.18) Teacher selfefficacy (TSESSF) 0.38** 0.19* 0.38** 0.31* 0.07 (0.01, 0.16) 5
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