Abstract:

The study examines the mediating role of difficulty in emotion regulation in the relationship between fear of Covid-19, Covid-19 psychological distress and mindfulness in teachers. 389 teachers working at different levels of institutions participated in the study. Data were collected using the Demographic Information Form, Five Facet Mindfulness Questionnaire, the Difficulties in Emotion Regulation Scale, Fear of Covid-19 Scale and Covid-19 Related Psychological Distress Scale. The relationships between the variables were examined, and it was found that the fear of Covid-19 and the psychological distress of Covid-19 had a postive relationship with difficulty in emotion regulation. While it was found that the observing sub-dimension of mindfulness was positively related to the fear of Covid-19, it was found to be negatively related to the other sub-dimensions. It was observed that there were differences in the level of mindfulness and its sub-dimensions according to teachers’ demographical variables such as branches and gender. With the results of the Process-Macro Bootsrap mediation analysis, it was found that difficulty in emotion regulation mediates the relationship between fear of Covid-19 and mindfulness. Also it mediates the relationship between Covid-19 psychological distress and mindfulness. Within the scope of the research results, the role of mindfulness and difficulties in emotion regulation in the Covid-19 process was discussed. Suggestions to school psychological counselors, psychologists, psychiatrist, researchers and the other experts in psychology were made regarding the importance of mindfulness, difficulties in emotion regulation and the mediating role of difficulties in emotion regulation for teachers and students to cope with the Covid-19 in a healthier way.

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