Perceptions of Mindful Teachers and Longitudinal Change in High School Students' Mindfulness and Self-Compassion

• In Event: 67.067 - MTCC Roundtable Session 31
  In Roundtable Session: 67.067-8 - Effects of Teacher-Student Relationships and Teachers' Emotional, Cultural, and Mindful Competence on Students and Learning Outcomes

Abstract

In this study, we explore the hypothesis that teachers who show greater mindfulness in the classroom will model qualities like mindfulness and self-compassion that students will be more likely to emulate (e.g., Rickert, Skinner & Roeser, 2018). To assess this hypothesis, we conducted a survey at three time points during the school year with students in grades 9-12. Results indicated that students who perceived their teachers as more mindful at the beginning of the year showed positive change in their self-reported mindfulness and self-compassion over the school year. In addition, as hypothesized, we found that such relations were mediated through students’ perceptions that their teachers addressed their developmental needs. Implications for education and adolescent development will be discussed.

Authors

• Blake Colaianne, The Pennsylvania State University

• Brian Galla, University of Pittsburgh

• Robert William Roeser, The Pennsylvania State University