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<p>This study focuses on the relationships between mindfulness, resilience, and post-pandemic psychological well-being among teachers of children with developmental disabilities in mainland China. Questionnaires on mindfulness, resilience, and post-pandemic psychological well-being were administered to 339 teachers of children with developmental disabilities. The results showed that mindfulness and resilience negatively predicted post-pandemic psychological well-being, while mindfulness positively predicted resilience. In addition, mindfulness predicted post-pandemic psychological well-being through direct and indirect pathways, with resilience mediating the latter. This study pioneers investigating the impact of resilience on the relationships between mindfulness and post-pandemic psychological well-being among teachers of children with developmental disabilities in the context of mainland China. The findings offer valuable insights for improving the post-pandemic psychological well-being of teachers of children with developmental disabilities.</p>

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Post-pandemic Psychological Well-Being Among Teachers for Children with Development Disabilities: The Role of Mindfulness and Resilience

  • 期刊论文

  • 发表日期：

    2025年8月23日

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  • Sanyin Cheng,
  • Li Deng,
  • Meng Deng

摘要

This study focuses on the relationships between mindfulness, resilience, and post-pandemic psychological well-being among teachers of children with developmental disabilities in mainland China. Questionnaires on mindfulness, resilience, and post-pandemic psychological well-being were administered to 339 teachers of children with developmental disabilities. The results showed that mindfulness and resilience negatively predicted post-pandemic psychological well-being, while mindfulness positively predicted resilience. In addition, mindfulness predicted post-pandemic psychological well-being through direct and indirect pathways, with resilience mediating the latter. This study pioneers investigating the impact of resilience on the relationships between mindfulness and post-pandemic psychological well-being among teachers of children with developmental disabilities in the context of mainland China. The findings offer valuable insights for improving the post-pandemic psychological well-being of teachers of children with developmental disabilities.