Effects of a Mindfulness-Based Intervention on Mindfulness, Self-Compassion, and Achievement Goal Orientations in Teacher Education

Mindfulness is increasingly recognized in education as an evidence-based approach to strengthening teachers’ self-regulatory functioning and overall well-being. This quasi-experimental study examined the effects of an 8-week mindfulness-based intervention (MBI) on perceived mindfulness, self-compassion, and achievement goal orientations among prospective teachers. Participants were assigned to an intervention or control group, and the measurement instruments were administered at pretest and posttest. The ANCOVA tests showed significant gains in mindfulness and self-compassion for the MBI group relative to the control group, alongside increases in mastery-approach goal orientation. In contrast, the intervention had no considerable effects on mastery-avoidance or performance-avoidance goals, and was associated with a decrease in performance-approach goals. Taken together, the findings suggest that integrating MBIs into teacher-education programs may strengthen personal resources and motivational orientations. Future randomized trials with larger samples and follow-up are needed to test durability and mechanisms of the intervention effect. By integrating perspectives on self-compassion and achievement motivation, this study extends prior mindfulness research in teacher education, advancing the understanding of how mindfulness-based approaches may enhance adaptive personal and motivational capacities among prospective teachers.