The Mediating Role of Mindful Attention Awareness in the Relationship Between Self-Esteem and Cognitive Flexibility Among Pre-service Teachers

The research aimed to analyse the mediating role of mindful attention awareness and cognitive flexibility in influencing self-esteem among pre-service teachers. A descriptive research methodology was employed, and a purposive sample of three hundred (300) pre-service teachers was selected from government, government-aided, and private colleges in the Punjab region. The study utilised Brown and Ryan’s (2003) Mindful Attention Awareness Scale, Rosenberg’s (1965) Self-Esteem Scale, and Dennis and Vander Wal’s (2010) Cognitive Flexibility Inventory for data collection. Correlation analysis revealed a moderate positive correlation between mindful attention awareness, self-esteem, and cognitive flexibility among the pre-service teachers. Furthermore, multiple regression analysis indicated that mindful attention awareness and cognitive flexibility collectively accounted for 89% of the variance in self-esteem among the participants. Path analysis demonstrated that mindful attention awareness mediates the relationship between cognitive flexibility and self-esteem. The study concludes by discussing the educational implications, recommending that teacher education programmes integrate mindfulness training to support future educators’ psychological and professional development. This integration could promote not only their well-being but also their effectiveness in diverse and dynamic classroom environments.