Abstract
Objectives
Mindfulness has been associated with decreased psychological distress, yet little is known about the possible links between mindfulness and anxiety among foreign language teachers, as well as the potential intervening variables explaining these links. The aim of this study thus was to investigate the contribution of self-efficacy (SE) and emotion-regulation strategy of cognitive reappraisal (CR) in explaining the potential association between mindfulness and foreign language teaching anxiety (FLTA) as experienced during the preparation and execution of language learning activities and while speaking in the foreign language.
Method
The participants were 245 foreign language teachers. The required data were collected via self-reported scales. Structural equation modeling was employed for conducting the main analyses.
Results
The findings indicated that intrapersonal mindfulness could positively predict CR and SE and negatively predict FLTA. However, interpersonal mindfulness in teaching predicted only CR and SE, not FLTA. SE and CR also negatively predicted FLTA. Further, the results of mediation analyses demonstrated that both mindfulness components were indirectly linked to FLTA via the mediation of SE.
Conclusion
Foreign language teaching can be a daunting and anxiety-inducing experience for teachers. Considering the findings of this study, teacher educators, administrators, and supervisors should be aware of the benefits of CR and SE in managing FLTA. It is also warranted to integrate mindfulness training into teacher education programs in order to improve foreign language teachers' self-efficacy and emotion regulation, thereby mitigating their anxiety.
Similar content being viewed by others
Data Availability
The dataset of the current study is available from the corresponding author on reasonable request.
References
Agyapong, B., Obuobi-Donkor, G., Burback, L., & Wei, Y. (2022). Stress, burnout, anxiety and depression among teachers: A scoping review. International Journal of Environmental Research and Public Health, 19(17), 10706. https://doi.org/10.3390/ijerph191710706
Anama-Green, C. (2020). Intrapersonal mindfulness is associated with reduced risk of burnout among Central Appalachian educators. Explore, 18(1), 64–69. https://doi.org/10.1016/j.explore.2020.10.003
Augustine, A. A., & Hemenover, S. H. (2009). On the relative effectiveness of affect regulation strategies: A meta-analysis. Cognition and Emotion, 23(6), 1181–1220. https://doi.org/10.1080/02699930802396556
Aydin, S. (2016). A qualitative research on foreign language teaching anxiety. The Qualitative Report, 21(4), 629–642. https://doi.org/10.46743/2160-3715/2016.2232
Aydin, S. (2021). A systematic review of research on teaching anxiety. International Online Journal of Education and Teaching (IOJET), 8(2), 730–761.
Bach, A., & Hagenauer, G. J. (2022). Joy, anger, and anxiety during the teaching practicum: How are these emotions related to dimensions of pre-service teachers’ self-efficacy? Zeitschrift Für Bildungsforschung, 12, 295–311. https://doi.org/10.1007/s35834-022-00343-9
Baer, R. A., Smith, G. T., Hopkins, J., Krietemeyer, J., & Toney, L. (2006). Using self-report assessment methods to explore facets of mindfulness. Assessment, 13(1), 27–45. https://doi.org/10.1177/1073191105283504
Bandura, A. (1997). Self-efficacy and agency of change. Raven Press.
Bear, K. A., Barber, C. C., & Medvedev, O. N. (2022). The impact of a mindfulness app on postnatal distress. Mindfulness, 13(11), 2765–2776. https://doi.org/10.1007/s12671-022-01992-7
Beltman, S., Mansfield, C., & Price, A. (2011). Thriving not just surviving: A review of research on teacher resilience. Educational Research Review, 6(3), 185–207. https://doi.org/10.1016/j.edurev.2011.09.001
Bernstein, D. A. (1983). Dealing with teaching anxiety: A personal view. Journal of the National Association of Colleges and Teachers of Agriculture, 27, 4–7.
Beshai, S., Desjarlais, S. M., & Green, B. (2023). Perspectives of indigenous university students in Canada on mindfulness-based interventions and their adaptation to reduce depression and anxiety symptoms. Mindfulness, 14(3), 538–553. https://doi.org/10.1007/s12671-023-02087-7
Bielak, J., & Mystkowska-Wiertelak, A. (2020). Investigating language learners’ emotion-regulation strategies with the help of the vignette methodology. System, 90, 102208. https://doi.org/10.1016/j.system.2020.102208
Billett, P., Turner, K., & Li, X. (2023). Australian teacher stress, well-being, self-efficacy, and safety during the COVID-19 pandemic. Psychology in the Schools, 60(5), 1394–1414. https://doi.org/10.1002/pits.22713
Bishop, S. R., Lau, M., Shapiro, S., Carlson, L., Anderson, N. D., Carmody, J., Segal, Z. V., Abbey, S., Speca, M., Velting, D., & Devins, G. (2004). Mindfulness: A proposed operational definition. Clinical Psychology, 11, 230–241. https://doi.org/10.1093/clipsy.bph077
Brannon, J. (2010a). Mindfulness and test anxiety in college students (Unpublished master’s thesis). University of Kansas.
Brannon, J. (2010b). Mindfulness and test anxiety in college students (Unpublished master’s thesis). University of Kansas.
Braun, S. S. (2019). Middle school teachers’ mindfulness, occupational health and well-being, and the quality of teacher-student interactions. Mindfulness, 10(2), 245–255. https://doi.org/10.1007/s12671-018-0968-2
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, 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, 211–237. https://doi.org/10.1080/10478400701598298
Buonomo, I., Fiorilli, C., & Benevene, P. (2019). The impact of emotions and hedonic balance on teachers’ self-efficacy: Testing the bouncing back effect of positive emotions. Frontiers in Psychology, 10, 1670. https://doi.org/10.3389/fpsyg.2019.01670
Burton, M., Schmertz, S. K., Price, M., Masuda, A., & Anderson, P. L. (2013). The relation between mindfulness and fear of negative evaluation over the course of cognitive behavioral therapy for social anxiety disorder. Journal of Clinical Psychology, 69, 222–228. https://doi.org/10.1002/jclp.21929
Chang, M. L., Gaines, R. E., & Mosley, K. C. (2022). Effects of autonomy support and emotion regulation on teacher burnout in the era of the COVID-19 pandemic. Frontiers in Psychology, 13, 846290. https://doi.org/10.3389/fpsyg.2022.846290
Cheng, L. (2023). Delving into the role of mindfulness on the relationship among creativity, anxiety, and boredom of young EFL learners. Heliyon, e13733. https://doi.org/10.1016/j.heliyon.2023.e13733
Chervonsky, E., & Hunt, C. (2019). Emotion regulation, mental health, and social wellbeing in a young adolescent sample: A concurrent and longitudinal investigation. Emotion, 19(2), 270–282. https://doi.org/10.1037/emo0000432
Cole, P. M., Michel, M. K., & Teti, L. O. D. (1994). The development of emotion regulation and dysregulation: A clinical perspective. Monographs of the Society for Research in Child Development, 59(2/3), 73–102. https://doi.org/10.2307/1166139
Cole, P. M., Martin, S. E., & Dennis, T. A. (2004). Emotion regulation as a scientific construct: Methodological challenges and directions for child development research. Child Development, 75(2), 317–333. https://doi.org/10.1111/j.1467-8624.2004.00673.x
Czerniak, C. M., & Haney, J. J. (1998). The effect of collaborative concept mapping on elementary pre-service teachers’ anxiety, efficacy, and achievement in physical science. Journal of Science Teacher Education, 9(4), 303–320. https://doi.org/10.1023/A:1009431400397
Darling-Hammond, L. (2001). The challenge of staffing our schools. Educational Leadership, 58, 12–17.
de Carvalho, J. S., Oliveira, S., Roberto, M. S., Gonçalves, C., Bárbara, J. M., de Castro, A., Pereira, R., Franco, M., Cadima, J., Lea, T., Lemos, M., & Marques-Pinto, A. (2021). Effects of a mindfulness-based intervention for teachers: A study on teacher and student outcomes. Mindfulness, 12, 1719–1732. https://doi.org/10.1007/s12671-021-01635-3
Dewaele, J. M., Chen, X., Padilla, A. M., & Lake, J. (2019). The flowering of positive psychology in foreign language teaching and acquisition research. Frontiers in Psychology, 10, 21–28. https://doi.org/10.3389/fpsyg.2019.02128
Donald, J. N., Atkins, P. W., Parker, P. D., Christie, A. M., & Ryan, R. M. (2016). Daily stress and the benefits of mindfulness: Examining the daily and longitudinal relations between present-moment awareness and stress responses. Journal of Research in Personality, 65, 30–37. https://doi.org/10.1016/j.jrp.2016.09.002
Easterbrook, J. A. (1959). The effect of emotion on cue utilization and the organization of behavior. Psychological Review, 66, 183–193. https://doi.org/10.1037/h0047707
Fallah, N. (2014). Willingness to communicate in English, communication self-confidence, motivation, shyness and teacher immediacy among Iranian English-major undergraduates: A structural equation modeling approach. Learning and Individual Differences, 30, 140–147. https://doi.org/10.1016/j.lindif.2013.12.006
Fallah, N. (2017). Mindfulness, coping self-efficacy and foreign language anxiety: A mediation analysis. Educational Psychology, 37(6), 745–756. https://doi.org/10.1080/01443410.2016.1149549
Fallah, N. (2022). An exploration of the effect of entrepreneurship education on entrepreneurship mindset and entrepreneurship intention among Iranian EFL learners (Unpublished PhD Dissertation). University of Tarbiat Modares.
Fedewa, A., Ahn, S., & Aspiranti, K. (2022). Mindfulness in elementary school teachers: effects on teacher stress, mental health, and mindfulness in the classroom. International Journal of School Health, 9(2), 73–82. https://doi.org/10.30476/intjsh.2022.92252.1169
Flook, L., Goldberg, S. B., Pinger, L., Bonus, K., & Davidson, R. J. (2013). Mindfulness for teachers: A pilot study to assess effects on stress, burnout, and teaching efficacy. Mind, Brain, and Education, 7(3), 182–195. https://doi.org/10.1111/mbe.12026
Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39–50. https://doi.org/10.1177/002224378101800104
Frank, J. L., Jennings, P. A., & Greenberg, M. T. (2016). Validation of the mindfulness in teaching scale. Mindfulness, 7(1), 155–163. https://doi.org/10.1007/s12671-015-0461-0
Fredrickson, B. L., & Losada, M. F. (2005). Positive affect and the complex dynamics of human flourishing. American Psychologist, 60(7), 678–686. https://doi.org/10.1037/0003-066X.60.7.678
Gloria, C. T., Faulk, K. E., & Steinhardt, M. A. (2013). Positive affectivity predicts successful and unsuccessful adaptation to stress. Motivation and Emotion, 37, 185–193. https://doi.org/10.1007/s11031-012-9291-8
Gordani, Y., & Sadeghzadeh, M. (2023). Mindfulness and the mediating role of psychological capital in predicting the foreign language anxiety. Journal of Psycholinguist Research. https://doi.org/10.1007/s10936-023-09938-3
Greenier, V., Derakhshan, A., & Fathi, J. (2021). Emotion regulation and psychological well-being in teacher work engagement: A case of British and Iranian English language teachers. System, 97, 102446. https://doi.org/10.1016/j.system.2020.102446
Gross, J. J. (1998). The emerging field of emotion regulation: An integrative review. Review of General Psychology, 2(3), 271–299. https://doi.org/10.1037/1089-2680.2.3.271
Gross, J. J., & John, O. P. (2003). Individual differences in two emotion regulation processes: Implications for affect, relationships, and well-being. Journal of Personality and Social Psychology, 85, 348–362. https://doi.org/10.1037/0022-3514.85.2.348
Gross, J. J., & Thompson, R. A. (2007). Emotion regulation: Conceptual foundations. In J. J. Goss (Ed.), Handbook of emotion regulation (pp. 3–24). Guilford Press.
Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2009). Multivariate data analysis: A global perspective (7th ed.). Prentice Hall.
Hayes, A. F. (2013). Introduction to mediation, moderation, and conditional process analysis: A regression based approach. The Guilford Press.
Hayes, A. F., & Matthes, J. (2009). Computational procedures for probing interactions in OLS and logistic regression: SPSS and SAS implementations. Behavioral Research Methods, 41, 924–936. https://doi.org/10.3758/BRM.41.3.924
Ho, R. (2006). Handbook of univariate and multivariate data analysis and interpretation with SPSS. Taylor & Francis Group.
Hofmann, S. G., Sawyer, A. T., Witt, A. A., & Oh, D. (2010). The effect of mindfulness-based therapy on anxiety and depression: A meta-analytic review. Journal of Counseling and Clinical Psychology, 78, 169–183. https://doi.org/10.1037/a0018555
Horwitz, E. K. (1996). Even teachers get the blues: Recognizing and alleviating non-native teachers’ feelings of foreign language anxiety. Foreign Language Annals, 29, 365–372. https://doi.org/10.1111/j.1944-9720.1996.tb01248.x
Horwitz, E. K., Horwitz, M. B., & Cope, J. A. (1986). Foreign language classroom anxiety. Modern Language Journal, 70(2), 125–132. https://doi.org/10.2307/327317
Horwitz, E. K., Tallon, M., & Luo, H. (2009). Foreign language anxiety. In J. C. Cassady (Ed.), Anxiety in schools: The causes, consequences, and solutions for academic anxieties (pp. 95–115). Peter Lang.
Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79, 491–525. https://doi.org/10.3102/0034654308325693
Jennings, P. A., Snowberg, K. E., Coccia, M. A., & Greenberg, M. T. (2011). Improving classroom learning environments by cultivating awareness and resilience in education (CARE): Results of two pilot studies. Journal of Classroom Interaction, 46, 27–48. https://doi.org/10.1037/spq0000035
Jennings, P. A., Frank, J. L., Snowberg, K. E., Coccia, M. A., & Greenberg, M. T. (2013). Improving classroom learning environments by cultivating awareness and resilience in education (CARE): Results of a randomized controlled trial. School Psychology Quarterly, 28, 374–390. https://doi.org/10.1037/spq0000035
Jerrim, J., Sims, S., & Oliver, M. (2023). Teacher self-efficacy and pupil achievement: much ado about nothing? International evidence from TIMSS. Teachers and Teaching. https://doi.org/10.1080/13540602.2022.2159365
Kabat-Zinn, J. (1994). Wherever you go, there you are: Mindfulness meditation in everyday life. Hyperion.
Katana, M., Rocke, C., Spain, S. M., & Allemand, M. (2019). Emotion regulation, subjective well-being, and perceived stress in daily life of geriatric nurses. Frontiers in Psychology, 10, 1097. https://doi.org/10.3389/fpsyg.2019.01097
Klassen, R. M., & Tze, V. M. M. (2014). Teachers’ self-efficacy, personality, and teaching effectiveness: A meta-analysis. Educational Research Review, 12, 59–76. https://doi.org/10.1016/j.edurev.2014.06.001
Kline, R. B. (2011). Principles and practice of structural equation modeling. The Guilford Press.
Klingbeil, D. A., & Renshaw, T. L. (2018). Mindfulness-based interventions for teachers: A meta-analysis of the emerging evidence base. School Psychology Quarterly, 33(4), 501–511. https://doi.org/10.1037/spq0000291
Koran, J. J., & Koran, M. L. (1981). The effects of teacher anxiety and modeling on the acquisition of a science teaching skill and concomitant student performance. Journal of Research in Science Teaching, 18, 361–370. https://doi.org/10.1002/tea.3660180411
Kyriacou, C. (2011). Teacher stress: From prevalence to resilience. In J. Langan-Fox & C. L. Cooper (Eds.), Handbook of stress in the occupations (pp. 161–176). Edward Elgar Publishing.
Lazarides, R., & Warner, L. M. (2020). Teacher self-efficacy. In G. W. Noblit (Ed.), Oxford research encyclopedias. Oxford University Press.
Li, Q., Xie, Z., & Zeng, G. (2023a). The influence of teaching practicum on foreign language teaching anxiety among pre-service EFL teachers. SAGE Open, 13(1). https://doi.org/10.1177/21582440221149005
Li, Y., Zhang, A. J., Meng, Y., Hofmann, S. G., Zhou, A. Y., & Liu, X. (2023b). A randomized controlled trial of an online self help mindfulness intervention for emotional distress: Serial mediating effects of mindfulness and experiential avoidance. Mindfulness, 14(3), 510–523. https://doi.org/10.1007/s12671-023-02083-x
Lipińska-Grobelny, A., & Narska, M. (2021). Self-efficacy and psychological well-being of teachers. E-Mentor, 3(90), 4–10. https://doi.org/10.15219/em90.1517
Liu, M., & Wu, B. (2021). Teaching anxiety and foreign language anxiety among Chinese college English teachers. SAGE Open, 11(2). https://doi.org/10.1177/21582440211016556
Lizana, P. A., & Lera, L. (2022). Depression, anxiety, and stress among teachers during the second COVID-19 Wave. International Journal of Environmental Research and Public Health, 19(10), 59–68. https://doi.org/10.3390/ijerph19105968
Luberto, C. M., Cotton, S., McLeish, A. C., Mingione, C. J., & O’Bryan, E. M. (2013). Mindfulness skills and emotion regulation: The mediating role of coping self-efficacy. Mindfulness, 5(4), 373–380. https://doi.org/10.1007/s12671-012-0190-6
Mendelson, T., Webb, L., Artola, A., Molinaro, M., & Sibinga, E. (2023). An online mindfulness program for teachers: A feasibility study of the destress Monday at school program. Mindfulness, 14(6), 1419–1434. https://doi.org/10.1007/s12671-023-02142-3
Merc, A. (2015). Foreign language teaching anxiety and self-efficacy beliefs of Turkish pre-service EFL teachers. The International Journal of Research in Teacher Education, 6(3), 40–58. http://dergipark.ulakbim.gov.tr/ijrte/article/view/5000148456
Mercer, S., Oberdorfer, P., & Saleem, M. (2016). Helping language teachers to thrive: Using posi-tive psychology to promote teachers’ professional well-being. In D. Gabryś-Barker & D. Gałajda (Eds.), Positive psychology perspectives on foreign language learning and teaching (pp. 213–229). Springer.
Moniz-Lewis, D. I. K., Stein, E. R., Bowen, S., & Witkiewitz, K. (2022). Self-efficacy as a potential mechanism of behavior change in mindfulness-based relapse prevention. Mindfulness, 13(9), 2175–2185. https://doi.org/10.1007/s12671-022-01946-z
Montero-Marin, J., Taylor, L., Crane, C., Greenberg, M. T., Ford, T. J., Williams, J. M. G., Garcia-Campayo, J., Sonley, A., Lord, L., Dalgleish, T., Blakemore, S. J., MYRIAD team, & Kuyken, W. (2021). Teachers ‘finding peace in a frantic world’: An experimental study of self-taught and instructor-led mindfulness program formats on acceptability, effectiveness and mechanisms. Journal of Educational Psychology, 113(8), 1689–1708. https://doi.org/10.1037/edu0000542
Muris, P. (2002). Relationships between self-efficacy and symptoms of anxiety disorders and depression in a normal adolescent sample. Personality and Individual Differences, 32, 337–348. https://doi.org/10.1016/S0191-8869(01)00027-7
Napoli, M. (2004). Mindfulness training for teachers: A pilot program. Complementary Health Practice Review, 9, 31–34. https://doi.org/10.1177/1076167503253435
Noetel, M., Ciarocchi, J., Van Zanden, B., & Lonsdale, C. (2019). Mindfulness and acceptance approaches to sporting performance enhancement: A systematic review. International Review of Sport and Exercise Psychology, 12(1), 139–175. https://doi.org/10.1080/1750984X.2017.1387803
Nolen-Hoeksema, S. (2000). The role of rumination in depressive disorders and mixed anxiety/depressive symptoms. Journal of Abnormal Psychology, 109, 504–511. https://doi.org/10.1037/0021-843X.109.3.504
Remmers, C., Topolinski, S., & Koole, S. L. (2016). Why being mindful may have more benefits than you realize: Mindfulness improves both explicit and implicit mood regulation. Mindfulness, 7(4), 829–837. https://doi.org/10.1007/s12671-016-0520-1
Robertson, C., & Dunsmuir, S. (2013). Teacher stress and pupil behaviour explored through a rational-emotive behavior therapy framework. Educational Psychology, 33, 215–232. https://doi.org/10.1080/01443410.2012.730323
Roeser, R. W., Skinner, E., Beers, J., & Jennings, P. A. (2012). Mindfulness training and teachers’ professional development: An emerging area of research and practice. Child Development Perspectives, 6, 167–173. https://doi.org/10.1111/j.1750-8606.2012.00238.x
Sharma, P. K., & Kumra, R. (2022). Relationship between mindfulness, depression, anxiety and stress: Mediating role of self-efficacy. Personality and Individual Differences, 186, 111363. https://doi.org/10.1016/j.paid.2021.111363
Sieber, J. E. (1969). A paradigm for experimental modification of the effects of test anxiety on cognitive processes. American Educational Research Journal, 6(1), 46–61. https://doi.org/10.3102/00028312006001046
Skaalvik, E. M., & Skaalvik, S. (2017). Teacher stress and teacher self-efficacy: relations and consequences. In T. McIntyre, S. McIntyre, & D. Francis (Eds.), Educator stress: Aligning perspectives on health, safety and well-being. Springer. https://doi.org/10.1007/978-3-319-53053-6_5
Tschannen-Moran, M., & Woolfolk-Hoy, A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17, 783–805. https://doi.org/10.1016/S0742-051X(01)00036-1
Tschannen-Moran, M., Woolfolk-Hoy, A., & Hoy, W. K. (1998). Teacher efficacy: It’s meaning and measure. Review of Educational Research, 68(2), 202–248. https://doi.org/10.2307/1170754
Tüfekçi-Can, D. (2018). Foreign language teaching anxiety among pre-service teachers during teaching practicum. International Online Journal of Education and Teaching, 5(3), 579–595. http://iojet.org/index.php/IOJET/article/view/420/255
Tugade, M. M., & Fredrickson, B. L. (2007). Regulation of positive emotions: Emotion regulation strategies that promote resilience. Journal of Happiness Studies, 8, 311–333. https://doi.org/10.1007/s10902-006-9015-4
Vaezi, S., & Fallah, N. (2011). The relationship between self-efficacy and stress among Iranian EFL teachers. Journal of Language Teaching and Research, 5(2), 1168–1174. https://doi.org/10.4304/jltr.2.5.1168-1174
Velden, A. M., Scholl, J., Elmholdt, E. M., Fjorback, L. O., Harmer, C. J., Lazar, S. W., O’Toole, M. S., Smallwood, J., Roepstorff, A., & Kuyken, W. (2023). Mindfulness training changes brain dynamics during depressive rumination: A randomized controlled trial. Biological Psychiatry, 93(3), 233–242. https://doi.org/10.1016/j.biopsych.2022.06.038
Wang, Z. (2022). The effect of EFL teacher apprehension and teacher burnout on learners’ academic achievement. Frontiers in Psychology, 12, 839452. https://doi.org/10.3389/fpsyg.2021.839452
Williams, M., & Burden, R. L. (1997). Psychology for language teachers: A social constructivist approach. New York Cambridge University Press.
Zhang, T., Wang, Z., Liu, G., & Shao, J. (2019). Teachers’ caring behavior and problem behaviors in adolescents: The mediating roles of cognitive reappraisal and expressive suppression. Personality and Individual Differences, 142, 270–275. https://doi.org/10.1016/j.paid.2018.10.005
Acknowledgements
We would like to thank all language teachers for their warm cooperation during the data collection phase. Also, we highly appreciate the editorial board and the anonymous reviewers for their insightful comments on earlier versions of this paper.
Author information
Authors and Affiliations
Contributions
Author1: Conceptualization; Data Collection; Data Analysis; Original Draft preparation. Author2: Conceptualization; Data Collection; Review & Editing. Author3: Conceptualization; Data Collection; Review & Editing.
Corresponding author
Ethics declarations
Ethics Approval
Study procedures were approved by the review boards in both Zabol University and Farhangian University.
Informed Consent
Informed consent was obtained from the participants.
Conflict of Interest
The authors declare that they have no conflict of interest.
Additional information
Publisher's Note
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
Rights and permissions
Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.
About this article
Cite this article
Fallah, N., Abdolahzadeh, F. & Yaaghobi, M. Mindfulness and Anxiety Among Foreign Language Teachers: The Role of Cognitive Reappraisal and Self-Efficacy. Mindfulness 14, 3020–3032 (2023). https://doi.org/10.1007/s12671-023-02259-5
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s12671-023-02259-5