Abstrakti
The main aim of this research was to examine the relationship between subjective well-being and mindfulness. That is, to examine whether there is a difference between primary school teachers with higher and lower levels of intrinsic motivation in relation to these variables. The research was done on a convenient sample of 280 female teachers from different schools in the R. N. Macedonia.
Three instruments were used: MAAS: Mindful Attention Awareness Scale (Brown & Ryan, 2003), PERMA Profiler (Butler & Kern, 2016), and Aspirations Index (Kasser & Ryan, 1996).
The results of the study showed that, as individual factors, mindfulness and intrinsic motivation have an effect on subjective well-being. The joint effect of the two factors was not confirmed. Subjective well-being was found to be higher in teachers with low levels of intrinsic motivation and high levels of mindfulness, compared to those with low levels of intrinsic motivation and low levels of mindfulness. A difference in subjective well-being was not confirmed for teachers with a high level of intrinsic motivation and different levels of mindfulness.
Referencat
- Brown, K.W., & Ryan, R. M. (2003). The Benefits of Being Present: Mindfulness and Its Role in Psychological Well-Being. Journal of Personality and Social Psychology, 84 (4), 822 – 848. https://doi.org/10.1037/0022-3514.84.4.822
- Brown, K. W., Ryan, R. M., & Creswell, J. D. (2007). Mindfulness: Theoretical Foundations and Evidence for its Salutary Effects. Psychological Inquiry, 18 (4), 211 – 237. https://doi.org/10.1080/10478400701598298
- Butler, J., & Kern, M. L. (2016). The PERMA -Profiler: A brief multidimensional measure of flourishing. International Journal of Wellbeing , 6 (3), 1 – 48. https://doi.org/10.5502/ijw.v6i3.526
- Gehart, D. R. (2012). Mindfulness and Acceptance in Couple and Family Therapy . New York: Springer – Verlag.
- Hayes, A.M., & Feldman, G. (2004). Clarifying the Construct of Mindfulness in the Context of Emotion Regulation and the Process of Change in Therapy. Clinical Psychology: Science and Practice, 11 (3), 255 – 262. https://doi.org/10.1093/clipsy.bph080
- Kasser, T., & Ryan, R. M. (1996). Further examining the American dream: Differential correlates of intrinsic and extrinsic goals. Personality and Social Psychology Bulletin, 22, 280 – 287. https://doi.org/10.1177/0146167296223006
- Ryan, R. M., & Deci, E. L. (2000a). Self-Determination Theory and the Facilitation of Intrinsic Motivation, Social Development and Well-Being. American Psychologist, 55 (1), 68 – 78 https://doi.org/10.1037/0003-066x.55.1.68
- Ryan, R. M., & Deci, E.L. (2000b). Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions. Contemporary Educational Psychology, 25 , 54 – 67. https://doi.org/10.1006/ceps.1999.1020
- Seligman, M. E. P. (2011). Flourish: A visionary new understanding of Happiness and Well-being . New York: Free Press.
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