Personal and Job Satisfaction vis-à-vis Midlife Challenges Among Single Teachers: A Comparative Study Toward Faculty Development
DOI:
https://doi.org/10.69569/jip.2026.279Keywords:
Faculty Development Program, Job satisfaction, Middle-aged teachers, Midlife challenges, Personal satisfaction, Single teachers, Teacher well-beingAbstract
This study examined the personal satisfaction, job satisfaction, and midlife challenges of middle-aged single male and female teachers as bases for developing a responsive faculty development program. Using a convergent parallel mixed-methods design, the study involved 40 purposively selected middle-aged single teachers who met the inclusion criteria. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative responses underwent thematic analysis. Findings showed that both male and female respondents reported high levels of personal satisfaction, with mean scores of 3.37 (SD = 0.47) and 3.36 (SD = 0.45), respectively. Respondents also demonstrated high job satisfaction, particularly regarding job security and working conditions, with an overall mean score of 3.26 (SD = 0.49). Inferential analysis revealed a statistically significant difference in personal satisfaction across age groups. Teachers aged 46–50 reported significantly higher levels of emotional-social support (t = −2.67, p = .011), self-care and coping mechanisms for stress (t = −2.25, p = .030), and overall personal satisfaction (t = −2.31, p = .026) than those aged 40–45. Job satisfaction also differed significantly by years of service, particularly for working conditions (F = 2.76, p = .043) and overall job satisfaction (F = 3.66, p = .014), indicating that tenure influenced perceptions of the work environment and satisfaction. Qualitative findings identified five major midlife challenges: biological concerns, psychological concerns, social difficulties, financial concerns, and coping with the loss of a family member. Based on these findings, the study proposed a responsive faculty development program that includes psychosocial support sessions, financial literacy workshops, bereavement and resilience support, wellness and stress management activities, community-building interventions, and professional development seminars. The study concludes that faculty development initiatives should adopt a holistic and inclusive framework that promotes career growth, emotional well-being, social connectedness, financial preparedness, and effective coping with life transitions.
Downloads
References
Acoba, E. (2024). Social support and mental health: The mediating role of perceived stress. Frontiers in Psychology, 15, 1330720. https://doi.org/10.3389/fpsyg.2024.1330720
Admiraal, W., & Kittelsen Røberg, K.-I. (2023). Teachers' job demands, resources and their job satisfaction: Satisfaction with school, career choice and teaching profession of teachers in different career stages. Teaching and Teacher Education, 125, Article 104063. https://doi.org/10.1016/j.tate.2023.104063
Agyapong, B., Brett-MacLean, P., Burback, L., Agyapong, V.I.O., & Wei, Y. (2023). Interventions to reduce stress and burnout among teachers: A scoping review. International Journal of Environmental Research and Public Health, 20(9), Article 5625. https://doi.org/10.3390/ijerph20095625
Ahmed, A., & Sultan, K. (2022). Application of two-factor theory of motivation by Frederick Herzberg: A case of female workers serving Pakistani media organizations. Global Digital & Print Media Review, 5(4). https://doi.org/10.31703/gdpmr.2022(V-IV).03
Akyıl, Y., & İme, Y. (2024). The mediating role of mental well-being between psychological resilience, life satisfaction and emotional intelligence. e-Kafkas Eğitim Araştırmaları Dergisi, 11(4). https://doi.org/10.30900/kafkasegt.1433531
Alomari, H. (2023). Mindfulness and its relationship to academic achievement among university students. Frontiers in Education, 8, 1179584. https://doi.org/10.3389/feduc.2023.1179584
Alrawahi, S., Sellgren, S.F., Altouby, S., Alwahaibi, N., & Brommels, M. (2020). The application of Herzberg’s two-factor theory of motivation to job satisfaction in clinical laboratories. Heliyon, 6(9), e04829. https://doi.org/10.1016/j.heliyon.2020.e04829
Anastasiou, S., & Belios, E. (2020). Effect of age on job satisfaction and emotional exhaustion of primary school teachers in Greece. European Journal of Investigation in Health, Psychology and Education, 10(2), 644–655. https://doi.org/10.3390/ejihpe10020047
Asani, S.S. (2026). Teaching experience, efficacy, and performance among kindergarten teachers in Manicahan District: A correlational study. Journal of Pedagogical Perspectives, 8(2). https://doi.org/10.47679/jopp.8214192026
Assaf, J., & Antoun, S. (2024). Impact of job satisfaction on teacher well-being and education quality. Pedagogical Research, 9(3), Article em0204. https://doi.org/10.29333/pr/14437
Barnová, S., Gabrhelová, G., Krásna, S., Hasajová, L., & Barna, D. (2023). Teacher resilience and coping with teacher stress in vocational schools. Societies, 13(9), 204. https://doi.org/10.3390/soc13090204
Belay, S., & Melesse, T. (2024). Exploring the link between teachers' motivation for continuous professional development and professional learning communities: A structural equation modeling approach. SAGE Open, 14(3), Article 21582440241281855. https://doi.org/10.1177/21582440241281855
Bisht, R., Uniyal, A.K., Johri, A., Qureshi, S.K., & Louati, H. (2025). Mapping the landscape of work-life balance of teachers: A bibliometric review of scholarly contributions. Discover Sustainability, 6, Article 122. https://doi.org/10.1007/s43621-025-02222-5
Bondarchuk, O., Balakhtar, V., Pinchuk, N., Pustovalov, I., & Pavlenok, K. (2024). Coping with stressful situations using coping strategies and their impact on mental health. Multidisciplinary Reviews, 7, e2024spe034. https://doi.org/10.31893/multirev.2024spe034
Bordbar, S., Ahmadinejad, P., Bahmaei, J., & Yusefi, A.R. (2024). The impact of mindfulness on academic achievement of students with the mediating role of adaptability: A structural equation modeling approach. BMC Medical Education, 24, 1167. https://doi.org/10.1186/s12909-024-06192-6
Burić, I., & Kim, L. (2020). Teacher self-efficacy, instructional quality, and student motivational beliefs: An analysis using multilevel structural equation modeling. Learning and Instruction, 66, 101302. https://doi.org/10.1016/j.learninstruc.2019.101302
Braun, V., & Clarke, V. (2021). Thematic analysis: A practical guide. SAGE Publications.
Campbell, S., Greenwood, M., Prior, S., Shearer, T., Walkem, K., Young, S., Bywaters, D., & Walker, K. (2020). Purposive sampling: Complex or simple? Research case examples. Journal of Research in Nursing, 25(8), 652–661. https://doi.org/10.1177/1744987120927206
Cao, B., Che Hassan, N., & Omar, M.K. (2024). The impact of social support on burnout among lecturers: A systematic literature review. Behavioral Sciences, 14(8), 727. https://doi.org/10.3390/bs14080727
Capone, V., Joshanloo, M., & Park, M. S.-A. (2023). Job satisfaction mediates the relationship between psychosocial and organization factors and mental well-being in schoolteachers. International Journal of Environmental Research and Public Health, 20(1), Article 593. https://doi.org/10.3390/ijerph20010593
Carr, D., & Pudrovska, T. (2016). Midlife and mental health. In H.S. Friedman (Ed.), Encyclopedia of Mental Health (2nd ed., pp. 133–136). Academic Press. https://doi.org/10.1016/B978-0-12-397045-9.00109-9
Cholankeril, R., Xiang, E., & Badr, H. (2023). Gender differences in coping and psychological adaptation during the COVID-19 pandemic. International Journal of Environmental Research and Public Health, 20(2), 993. https://doi.org/10.3390/ijerph20020993
Collie, R. (2021). COVID-19 and teachers’ somatic burden, stress, and emotional exhaustion: Examining the role of principal leadership and workplace buoyancy. AERA Open, 7. https://doi.org/10.1177/2332858420986187
Creswell, J.W., & Plano Clark, V.L. (2018). Designing and conducting mixed methods research (3rd ed.). Thousand Oaks, CA: SAGE.
Darling-Hammond, L., Hyler, M., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute. Retrieved from: https://tinyurl.com/3ydstkaz
Day, C., & Gu, Q. (2013). Resilient teachers, resilient schools: Building and sustaining quality in testing times. Routledge.
Demir-Yıldız, C. (2023). Unveiling job satisfaction of teachers through a blend of methodologies. Sustainability, 15(18), Article 13986. https://doi.org/10.3390/su151813986
Dreer, B. (2023). On the outcomes of teacher wellbeing: A systematic review of research. Frontiers in Psychology, 14, 1205179. https://doi.org/10.3389/fpsyg.2023.1205179
Einav, M., Confino, D., Geva, N., & Margalit, M. (2024). Teachers’ burnout: The role of social support, gratitude, hope, entitlement and loneliness. International Journal of Applied Positive Psychology, 9(2), 1–23. https://doi.org/10.1007/s41042-024-00154-5
Emeljanovas, A., Sabaliauskas, S., Mežienė, B., & Istomina, N. (2023). The relationships between teachers' emotional health and stress coping. Frontiers in Psychology, 14, Article 1276431. https://doi.org/10.3389/fpsyg.2023.1276431
Eryilmaz, N., Kennedy, A., Strietholt, R., & Johansson, S. (2025). Teacher job satisfaction: International evidence on the role of school working conditions and teacher characteristics. Studies in Educational Evaluation, 86, Article 101474. https://doi.org/10.1016/j.stueduc.2025.101474
Fetters, M., & Molina-Azorín, J. (2017). The Journal of Mixed Methods Research starts a new decade: Principles for bringing in the new and divesting of the old language of the field. Journal of Mixed Methods Research, 11(1). https://doi.org/10.1177/1558689816682092
Field, A. (2021). Discovering statistics using IBM SPSS statistics (5th ed.). SAGE Publications.
Flick, U. (2022). An introduction to qualitative research (7th ed.). SAGE Publications. https://doi.org/10.4135/9781036231712
Gan, Y., Deng, J., Liu, C., & Li, S. (2025). Exploring gender differences in workload and job performance: Insights from junior high school teachers. BMC Psychology, 13, 184. https://doi.org/10.1186/s40359-025-02439-z
Glaveli, N., Manolitzas, P., Vouzas, F., & Liassidis, C. (2023). Developing a sustainable work environment for substitute teachers: A multi-criteria job satisfaction approach. Sustainability, 15(2), Article 1154. https://doi.org/10.3390/su15021154
Han, X., Xu, Q., & Xiao, J. (2023). The influence of school atmosphere on Chinese teachers' job satisfaction: The chain mediating effect of psychological capital and professional identity. Behavioral Sciences, 13(1), Article 1. https://doi.org/10.3390/bs13010001
Hascher, T., & Waber, J. (2021). Teacher well-being: A systematic review of the research literature from the year 2000–2019. Educational Research Review, 34, 100411. https://doi.org/10.1016/j.edurev.2021.100411
Hatlevik, I.K.R., & Hatlevik, O.E. (2024). Variations in sources of job satisfaction and teacher efficacy between novice and experienced teachers. Teachers and Teaching, 31(8), 1298–1317. https://doi.org/10.1080/13540602.2024.2400170
Hoque, K.E., Wang, X., Qi, Y., & Norzan, N. (2023). The factors associated with teachers' job satisfaction and their impacts on students' achievement: A review (2010–2021). Humanities and Social Sciences Communications, 10, Article 177. https://doi.org/10.1057/s41599-023-01645-7
Hryshchenko, M., Artemchuk, M., Zavhorodnya, L., Tymoshenko, Y., & Purhani, S. (2025). The role of mentoring in the employee professional development and career growth. Sapienza: International Journal of Interdisciplinary Studies, 6(1), e25004. https://doi.org/10.51798/sijis.v6i1.888
Infurna, F.J., Gerstorf, D., & Lachman, M.E. (2020). Midlife in the 2020s: Opportunities and challenges. American Psychologist, 75(4), 470–485. https://doi.org/10.1037/amp0000591
Jay, L.P. (2023). Constructing imaginary classrooms: Teacher educators’ use of representations to direct reflection about practice. Teaching and Teacher Education, 132, 104243. https://doi.org/10.1016/j.tate.2023.104243
Jin, F., Ni, S., & Wang, L. (2025). Occupational stress, coping strategies, and mental health among clinical nurses in hospitals: A mediation analysis. Frontiers in Public Health, 13, 1537120. https://doi.org/10.3389/fpubh.2025.1537120
Joshi, R., & Patil, K. (2025). Exploring sleep quality, its determinants and the role of workstation in analysis of cognitive and physical parameters in IT professionals. Clinical Epidemiology and Global Health, 34, 102081. https://doi.org/10.1016/j.cegh.2025.102081
Kandola, A., Ashdown-Franks, G., Hendrikse, J., Sabiston, C., & Stubbs, B. (2019). Physical activity and depression: Towards understanding the antidepressant mechanisms of physical activity. Neuroscience & Biobehavioral Reviews, 107, 525–539. https://doi.org/10.1016/j.neubiorev.2019.09.040
Kåreholt, I., Nilsen, C., Finkel, D., & Sindi, S. (2023). Mid-life financial stress and cognitive and physical problems in older age: The role of potentially modifying factors. Innovation in Aging, 7(Suppl. 1), 878. https://doi.org/10.1093/geroni/igad104.1251
Khan, A., Zeb, I., & Fang, S. (2025). Gender differences in mental health experiences and perceived social support among university students: A qualitative case study. International Journal of Qualitative Studies on Health and Well-being, 20(1), Article 2576004. https://doi.org/10.1080/17482631.2025.2576004
Kim, L., Oxley, L., & Asbury, K. (2022). “My brain feels like a browser with 100 tabs open”: A longitudinal study of teachers’ mental health and well-being during the COVID-19 pandemic. British Journal of Educational Psychology, 92(1), 299–318. https://doi.org/10.1111/bjep.12450
König, J., Jäger-Biela, D., & Glutsch, N. (2020). Adapting to online teaching during COVID-19 school closure: Teacher education and teacher competence effects among early career teachers in Germany. European Journal of Teacher Education, 43(4), 608–622. https://doi.org/10.1080/02619768.2020.1809650
Liu, Z., Jia, Y., Li, M., Meng, X., Shang, B., Wang, C., & Chen, L. (2022). Effectiveness of online mindfulness-based interventions for improving mental health in patients with physical health conditions: Systematic review and meta-analysis. Archives of Psychiatric Nursing, 37, 52–60.
Ma, D. (2022). The role of motivation and commitment in teachers’ professional identity. Frontiers in Psychology, 13, 910747. https://doi.org/10.3389/fpsyg.2022.910747
Maas, J., Schoch, S., Scholz, U., Rackow, P., Schüler, J., Wegner, M., & Keller, R. (2022). School principals' social support and teachers' basic need satisfaction: The mediating role of job demands and job resources. Social Psychology of Education, 25(6), 1545–1562. https://doi.org/10.1007/s11218-022-09730-6
Madigan, D., & Kim, L. (2021). Does teacher burnout affect students? A systematic review of its association with academic achievement and student-reported outcomes. International Journal of Educational Research, 105, 101714. https://doi.org/10.1016/j.ijer.2020.101714
Mahindru, A., Patil, P., & Agrawal, V. (2023). Role of physical activity on mental health and well-being: A review. Cureus, 15(1), e33475. https://doi.org/10.7759/cureus.33475
Malykhin, N., Serrano, J., Pietrasik, W., & Hegadoren, K. (2025). Effects of duration and intensity of psychological stressors on mental health outcomes. Journal of Psychiatric Research, 187, 211–222. https://doi.org/10.1016/j.jpsychires.2025.05.012
Mao, Y., Raju, G., & Zabidi, M.A. (2023). Association between occupational stress and sleep quality: A systematic review. Nature and Science of Sleep, 15, 931–947. https://doi.org/10.2147/NSS.S431442
Mayya, S., Martis, M., Ashok, L., Monteiro, A.D., & Mayya, S. (2021). Work-life balance and gender differences: A study of college and university teachers from Karnataka. SAGE Open, 11(4), Article 21582440211054479. https://doi.org/10.1177/21582440211054479
Munda, N., & Gache, M.N. (2024). Work-life balance, motivation, and satisfaction as determinants of job commitment. International Journal of Educational Management and Development Studies, 5 (1), 1–26. https://doi.org/10.53378/353039
Muñoz-Troncoso, F., & Riquelme, E. (2025). Teachers' perceptions of classroom climate and wellbeing: The role of physical classroom conditions in Chile. Frontiers in Psychology, 16, Article 1567464. https://doi.org/10.3389/fpsyg.2025.1567464
Niu, J., Fan, C., Wang, Z., & Chen, Y. (2023). Multi-level analysis of factors on teacher job satisfaction across Japan and South Korea: Evidence from TALIS 2018. SAGE Open, 13(2), Article 21582440231178533. https://doi.org/10.1177/21582440231178533
Nwoko, J., Anderson, E., Adegboye, O., Malau-Aduli, A., & Malau-Aduli, B. (2024). "SHIELDing" our educators: Comprehensive coping strategies for teacher occupational well-being. Behavioral Sciences, 14(10), Article 918. https://doi.org/10.3390/bs14100918
O’Rourke, T., Vogel, C., John, D., Pryss, R., Schobel, J., Haug, F., Haug, J., Pieh, C., Nater, U., Feneberg, A., Reichert, M., & Probst, T. (2022). The impact of coping styles and gender on situational coping: An ecological momentary assessment study with the mHealth application TrackYourStress. Frontiers in Psychology, 13, 913125. https://doi.org/10.3389/fpsyg.2022.913125
Olayiwola-Adedoja, T., & Naidoo, S. (2026). Social support and coping strategies in mitigating burnout among early childhood teachers: A systematic review. Journal of Educational and Social Research. Advance online publication. https://doi.org/10.36941/jesr-2026-0272
Ortan, F., Simut, C., & Simut, R. (2021). Self-efficacy, job satisfaction and teacher well-being in the K-12 educational system. International Journal of Environmental Research and Public Health, 18(23), Article 12763. https://doi.org/10.3390/ijerph182312763
Otrębski, W. (2022). The correlation between organizational (school) climate and teacher job satisfaction: The type of educational institution moderating role. International Journal of Environmental Research and Public Health, 19(11), Article 6520. https://doi.org/10.3390/ijerph19116520
Pan, H.-L. W., Wiens, P., & Moyal, A. (2023). A bibliometric analysis of the teacher leadership scholarship. Teaching and Teacher Education, 121, 103936. https://doi.org/10.1016/j.tate.2022.103936
Peris-Ramos, H.C., Carreira Míguez, M., Rodriguez-Besteiro, S., David-Fernandez, S., & Clemente-Suárez, V.J. (2024). Gender-based differences in psychological, nutritional, physical activity, and oral health factors associated with stress in teachers. International Journal of Environmental Research and Public Health, 21(4), Article 385. https://doi.org/10.3390/ijerph21040385
Polit, D.F., & Beck, C.T. (2017). Nursing research: Generating and assessing evidence for nursing practice (10th ed.). Wolters Kluwer. Retrieved from: https://libguides.lehman.edu/nursing/apa?utm_source
Pradeep, Y., & Ahuja, M. (2022). Health challenges in midlife. Journal of Mid-Life Health, 13(4), 267–268. https://doi.org/10.4103/jmh.jmh_63_23
Pressley, T. (2021). Factors contributing to teacher burnout during COVID-19. Educational Researcher, 50(5). https://doi.org/10.3102/0013189X211004138
Quintero, D., Hansen, M., & Zerbino, N. (2024). Uncovering the sources of gender earnings gaps among teachers: The role of compensation off the salary schedule. Economics of Education Review, 103, 102602. https://doi.org/10.1016/j.econedurev.2024.102602
Rezai, A., Namaziandost, E., & Çakmak, F. (2022). Job satisfaction of Iranian EFL teachers: Exploring the role of gender, education level, teaching experience and service location. Teaching English Language, 15(2), 201–228. https://doi.org/10.22132/tel.2022.142825
Sadeghi, K., Ghaderi, F., & Abdollahpour, Z. (2021). Self-reported teaching effectiveness and job satisfaction among teachers: The role of subject matter and other demographic variables. Heliyon, 7(6), Article e07193. https://doi.org/10.1016/j.heliyon.2021.e07193
Sahni, S., Kaushal, L.A., & Gupta, P. (2025). Gendered differences and strategies for work-life balance: Systematic review based on social ecological framework perspective. Acta Psychologica, 256, 105019. https://doi.org/10.1016/j.actpsy.2025.105019
Sanza, C., & Asparin, A. (2025). Organizational support and work-life balance on burnout of public school teachers. Psychology and Education: A Multidisciplinary Journal, 46(10), 1380–1393. https://doi.org/10.70838/pemj.461008
Shin, H., & Park, C. (2022). Social support and psychological well-being in younger and older adults: The mediating effects of basic psychological need satisfaction. Frontiers in Psychology, 13, 1051968. https://doi.org/10.3389/fpsyg.2022.1051968
Shirmohammadi, M., Au, W.C., & Beigi, M. (2022). Antecedents and outcomes of work–life balance while working from home: A review and research agenda. Human Resource Development Review, 21(4), 473–516. https://doi.org/10.1177/15344843221125834
Sun, B., Zhu, F., Lin, S., Sun, J., Wu, Y., & Xiao, W. (2022). How is professional identity associated with teacher career satisfaction? A cross-sectional design to test the multiple mediating roles of psychological empowerment and work engagement. International Journal of Environmental Research and Public Health, 19(15), Article 9009. https://doi.org/10.3390/ijerph19159009
Sun, Y., Wei, M., Zhao, Q., Yang, J., Gao, J., & Dai, J. (2024). Mediating effect of sleep quality on the association between job stress and health-related productivity loss among workers in R&D enterprises in Shanghai. Frontiers in Public Health, 12, 1331458. https://doi.org/10.3389/fpubh.2024.1331458
Taber, K. (2018). The use of Cronbach’s alpha when developing and reporting research instruments in science education. Research in Science Education, 48, 1273–1296. https://doi.org/10.1007/s11165-016-9602-2
Toropova, A., Myrberg, E., & Johansson, S. (2021). Teacher job satisfaction: The importance of school working conditions and teacher characteristics. Educational Review, 73(1), 71–97. https://doi.org/10.1080/00131911.2019.1705247
Trust, T., & Whalen, J. (2020). Should teachers be trained in emergency remote teaching? Lessons learned from the COVID-19 pandemic. Journal of Technology and Teacher Education, 28(2), 189–199.
UNESCO. (2024). Global report on teachers: Addressing teacher shortages and transforming the profession. UNESCO. Retrieved from: https://tinyurl.com/yj9bsc9b
Viac, C., & Fraser, P. (2020). Teachers’ well-being: A framework for data collection and analysis (OECD Education Working Paper No. 213). Organisation for Economic Co-operation and Development (OECD). https://doi.org/10.1787/c36fc9d3-en
Villocino, H., & Villocino, R. (2025). Teaching quality: Its influence on learning experiences and engagement of learners. International Journal of Interdisciplinary Viewpoints, 1(4), 346–375. https://doi.org/10.64612/ijiv.v1i4.24
Wartenberg, G., Aldrup, K., Grund, S., & Klusmann, U. (2023). Satisfied and high performing? A meta-analysis and systematic review of the correlates of teachers' job satisfaction. Educational Psychology Review, 35, Article 114. https://doi.org/10.1007/s10648-023-09831-4
Xin, Z., Guo, Y., Zheng, J., & Xie, P. (2025). When giving social support is beneficial for well-being? Acta Psychologica, 255, 104911. https://doi.org/10.1016/j.actpsy.2025.104911
Xue, P., & Syed Abdullah, S.M. (2025). A systematic review of mindfulness-based stress reduction (MBSR) and its effects on mental health and academic performance in university students. The Open Psychology Journal, 18, e18743501379520. https://doi.org/10.2174/0118743501379520250716121048
Yuan, X., Ironsi, C.S., & Liu, F. (2025). The role of group mentorship in supporting teachers across different developmental stages: A comparative study. Studies in Educational Evaluation. Advance online publication. https://doi.org/10.1016/j.stueduc.2025.101477
Zebon, M.A.H., Sattar, A., & Ahamed, M.S. (2025). An empirical study of exploring the predictors of university teachers' job satisfaction in Bangladesh: A structural equation modeling approach. Heliyon, 11(2), Article e41740. https://doi.org/10.1016/j.heliyon.2025.e41740
Zhang, L., Yu, S., & Liu, H. (2019). Understanding teachers’ motivation for and commitment to teaching: Profiles of Chinese early career, early childhood teachers. Teachers and Teaching: Theory and Practice, 25(7), 890–914. https://doi.org/10.1080/13540602.2019.1670155
Zhang, X., Cheng, X., & Wang, Y. (2023). How is science teacher job satisfaction influenced by their professional collaboration? Evidence from PISA 2015 data. International Journal of Environmental Research and Public Health, 20(2), Article 1137. https://doi.org/10.3390/ijerph20021137
Zuo, X., Tang, Y., Chen, Y., & Zhou, Z. (2023). The efficacy of mindfulness-based interventions on mental health among university students: A systematic review and meta-analysis. Frontiers in Public Health, 11, 1259250. https://doi.org/10.3389/fpubh.2023.1259250
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Journal of Interdisciplinary Perspectives
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
JIP is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. Under the Open Access Policy, appropriate attribution can be provided by simply citing the original article.
