正念对幼儿园教师职业幸福感的影响：心理资本的中介作用

The Effect of Mindfulness on Kindergarten Teachers’ Occupational Well-Being: The Mediating Role of Psychological Capital

摘要: 探寻有效提升幼儿园教师职业幸福感的内在机制与积极心理干预路径，是当前教育心理学领域的重要课题。本研究基于拓展–建构理论，探讨正念对幼儿园教师职业幸福感的影响机制，并重点验证心理资本在两者之间的中介作用。采用五因素正念量表、心理资本量表和幼儿园教师职业幸福感量表，对河南省的910名幼儿园教师进行了问卷调查。结果发现：(1) 正念、心理资本与职业幸福感之间存在显著的正相关关系；(2) 正念能够显著正向预测幼儿园教师的职业幸福感；(3) 心理资本在正念与幼儿园教师职业幸福感之间起到显著的部分中介作用，中介效应占总效应的比例为27.509%；(4) 在人口学差异方面，未婚及11年以上教龄的教师正念水平显著更高；且无编制教师的心理资本得分显著高于有编制教师。研究表明，正念不仅可以直接提升教师的职业幸福感，还能通过建构心理资本这一内部资源间接发挥作用，这为将正念训练纳入教师培训体系、聚焦心理资本赋能提供了科学的理论依据与实践指导。

Abstract: Exploring the mechanisms and positive psychological intervention pathways for improving kindergarten teachers’ occupational well-being is an important issue in educational psychology. Based on the Broaden-and-Build Theory, this study examined the effect of mindfulness on kindergarten teachers’ occupational well-being and tested the mediating role of psychological capital in this relationship. A questionnaire survey was conducted among 910 kindergarten teachers in Henan Province using the Five Facet Mindfulness Questionnaire (FFMQ), the Psychological Capital Questionnaire (PCQ), and the Kindergarten Teachers’ Occupational Well-being Scale. The results indicated that: (1) mindfulness, psychological capital, and occupational well-being were significantly and positively correlated with each other; (2) mindfulness significantly and positively predicted occupational well-being; (3) psychological capital played a significant partial mediating role between mindfulness and occupational well-being, accounting for 27.509% of the total effect; and (4) in terms of demographic differences, unmarried teachers and those with more than 11 years of teaching experience reported significantly higher levels of mindfulness, while teachers without formal establishment showed higher psychological capital than those with formal establishment. The findings suggest that mindfulness not only directly enhances kindergarten teachers’ occupational well-being but also exerts an indirect effect through the development of psychological capital as an internal psychological resource. These results provide theoretical support and practical implications for integrating mindfulness training into teacher development programs and strengthening psychological capital interventions in early childhood education settings.