What Makes Mindfulness-Based Stress Reduction Programs Effective Among Dutch Elementary School Teachers? The Mediating Role of Mindfulness Skills, Self-Compassion, Emotion Regulation, and Teacher Self-Efficacy
Marieke Rombouts, Johanna H. Lensen, Jannis T. Kraiss, Edith L. Duinhof, Karin Monshouwer, Sabine E. M. J. Stoltz, Ron H. J. Scholte, Anne E. M. Speckens, Marloes Kleinjan
Mindfulness September 1, 2025 DOI: 10.1007/s12671-025-02662-0 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Randomized controlled trial Preregistered Peer reviewed |
|---|---|
| Sample size | 146 |
| Population | Dutch elementary school teachers |
| Intervention | Mindfulness-Based Stress Reduction (MBSR) |
| Duration | Intervention with post-test and 3-month follow-up |
| Topics | Meditation |
| Key findings | Self-compassion and emotion regulation mediated the effects of MBSR on perceived stress, self-compassion mediated effects on well-being, and teacher self-efficacy mediated effects on classroom climate quality. The authors propose that targeting self-compassion and self-efficacy could enhance MBSR's benefits for teachers. |
Abstract
Abstract Objectives Few studies have examined why Mindfulness-Based Stress Reduction (MBSR) programs are effective among teachers. The aim of this study was to examine possible mediators underlying the effectiveness of an MBSR program for Dutch elementary school teachers.
Methods: Data of a randomized controlled trial (RCT) with intervention (n = 72) versus control group (n = 74) were used. Questionnaires were completed before and after the intervention and at 3-month follow-up. First, 12 mediation models with mindfulness skills, self-compassion, teacher self-efficacy, or emotion regulation as mediator (M) at post-test and perceived stress, well-being, and classroom climate quality as dependent variables (Y) at 3-month follow-up were conducted. Second, when these factors have shown to be mediating factors in the simple mediation models, they were entered simultaneously in three multiple mediation models for each dependent variable.
Results: Self-compassion and emotion regulation mediated the effects of the MBSR program on perceived stress. Self-compassion mediated the effect of the MBSR program on well-being and teacher self-efficacy on classroom climate quality.
Conclusions: Findings imply that including intervention components targeting self-compassion and self-efficacy might increase the effectiveness of MBSR programs in reducing teachers’ perceived stress and improving teachers’ well-being and classroom climate quality. In addition, emotion regulation is an important aspect to maintain in current MBSR programs. Preregistration The study is preregistered (https://www.onderzoekmetmensen.nl/nl/trial/21817).
Comparable studies
Other randomized controlled trials on meditation, most cited first.
| Study | Year | Design | Participants |
|---|---|---|---|
| Alterations in Brain and Immune Function Produced by Mindfulness Meditation Healthy employees in a work environment | 2003 | Randomized controlled trial | n = 41 |
| Prevention of relapse/recurrence in major depression by mindfulness-based cognitive therapy. Recovered recurrently depressed patients | 2000 | Randomized controlled trial | n = 145 |
| Open hearts build lives: Positive emotions, induced through loving-kindness meditation, build consequential personal resources. Working adults | 2008 | Randomized controlled trial | n = 139 |
| Short-term meditation training improves attention and self-regulation Undergraduate Chinese students | 2007 | Randomized controlled trial | n = 40 |
| Mindfulness-Based Cognitive Therapy for Depression: Replication and Exploration of Differential Relapse Prevention Effects. Recovered recurrently depressed patients | 2004 | Randomized controlled trial | n = 73 |
Citations in the library
Cites 14
- Using Self-Report Assessment Methods to Explore Facets of Mindfulness Assessment January 27, 2006
- How Does Mindfulness Meditation Work? Proposing Mechanisms of Action From a Conceptual and Neural Perspective Perspectives on Psychological Science October 14, 2011
- Construct Validity of the Five Facet Mindfulness Questionnaire in Meditating and Nonmeditating Samples Assessment February 29, 2008
- Mindfulness for Teachers: A Pilot Study to Assess Effects on Stress, Burnout, and Teaching Efficacy Mind, Brain, and Education August 16, 2013
- Exploring self‐compassion and empathy in the context of mindfulness‐based stress reduction (MBSR) Stress and Health March 15, 2010
and 9 more in the library