Structural Equation Modeling of Teachers' Psychological Well-being Based on Mindfulness and Emotional Reactivity with the Mediating Role of Sense of Coherence

Document Type : Original Article

Authors

1 Master in Educational psychology, Payame Noor University, Tehran, Iran

2 Assistant Professor, Department of Educational Science and Psychology, Payam Noor University, Tehran, Iran.

Abstract

The present study purposed to model teachers' psychological well-being based on mindfulness and emotional reactivity, with the mediating role of sense of coherence. This research sought to investigate the structural relationships between these variables and determine the direct and indirect effects of mindfulness and emotional reactivity on psychological well-being through the mediation of sense of coherence among teachers. This study employed a descriptive-correlational design using structural equation modeling. The statistical population comprised all female secondary school teachers in Sanandaj, from whom 162 participants were selected through simple random sampling. Data were collected using standardized questionnaires including Ryff's Psychological Well-Being Scale (18-item version), the Five Facet Mindfulness Questionnaire (FFMQ) by Baer et al., the Emotional Reactivity Scale (ERS) by Nock et al., and Antonovsky's Sense of Coherence Scale (SOC-13). The validity of the instruments was confirmed through content and face validity, and their reliability was established by calculating Cronbach's alpha coefficients. The collected data were analyzed using SPSS-25 for descriptive statistics and AMOS-24 for structural equation modeling. The final model demonstrated an acceptable fit to the data (χ²/df = 2.32, CFI = 0.917, RMSEA = 0.078). Mindfulness and emotional reactivity exerted significant effects on psychological well-being both directly (β = 0.91 and β = 0.82, respectively) and indirectly through the mediating role (β = 0.05). Sense of coherence also emerged as a significant direct predictor of psychological well-being (β = 0.78).The findings suggest that enhancing mindfulness, regulating emotional reactivity, and strengthening sense of coherence can effectively promote teachers’ psychological well-being.

Keywords

References

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Education and Exploration in Learning, Behavior and Cognition
Volume 1, Issue 1 - Serial Number 1
December 2025
Pages 73-86

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