The Relationship between Pre-service Early Childhood Teachers’ Self-Compassion and Self-Regulation: The Moderating Effect of Mindfulness

Date

2023-12-01

Author

Çam, Betül
Tonga Çabuk, Funda Eda
Erden, Feyza

Metadata

Show full item record

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Item Usage Stats

117
views

27
downloads

Cite This

Teacher characteristics are one indicator which might affect teachers’ teaching practices. The current study was focused on several characteristics that might have an effect on teaching practices. The aim of this study was to examine the relationship between self-compassion skills, self-regulation skills, and mindfulness scores of pre-service early childhood teachers and reveal the moderator function of mindfulness in the relationship between self- compassion and self-regulation skills. To accomplish this aim, correlational research method was used and multiple regression analysis was applied to data collected from 213 pre-service teachers. Data were collected through four different instruments: “Personal Information Form, Self-Compassion Scale, Self-Regulation Questionnaire, and Mindful Attention Awareness Scale.” As a result, a significant relationship between self-compassion and self- regulation skills and a statistically significant relationship between self-compassion skills and mindfulness scores were found. Also, a statistically significant relationship between self-regulation skills and mindfulness scores was revealed. Finally, a moderator effect on the relationship between self-regulation and self-compassion skills of participants was discovered. As a result of the consideration of the related literature, the importance of mindfulness practices for pre-service teachers will be highlighted.

URI

https://dergipark.org.tr/tr/download/article-file/3124050
https://hdl.handle.net/11511/108161

Collections

Department of Elementary and Early Childhood Education, Article