Mentalization is considered a key protective factor in psychological functioning, particularly in managing emotional distress. However, its impact on hopelessness may operate through underlying regulatory mechanisms. The present study investigates whether the relationship between mentalization and hopelessness is mediated by difficulties in emotion regulation in a sample of teachers. It is hypothesized that higher levels of mentalization are associated with lower hopelessness through reduced emotion regulation difficulties. The sample consisted of 143 teachers recruited from Teaching Qualification (TFA) courses. Participants completed self-report measures of mentalization (Reflective Functioning Questionnaire; RFQ), emotion regulation difficulties (Difficulties in Emotion Regulation Scale – Short Form; DERS-SF), and hopelessness (Beck Hopelessness Scale). A mediation model was tested with mentalization (RFQ_c) as the predictor, emotion regulation difficulties as the mediator, and hopelessness as the outcome variable. Gender was included as a control variable. Mediation analyses were conducted using confidence interval estimation. Mentalization was significantly negatively associated with emotion regulation difficulties (β = -0.58, p < .001), which in turn were positively associated with hopelessness (β = 0.29, p = .002). The direct effect of mentalization on hopelessness was not significant (p = .315), whereas the indirect effect via emotion regulation difficulties was significant (β = -0.17, p = .004), supporting a full mediation model. Gender did not show significant effects. Model fit indices indicated an excellent fit (CFI = 1.00, TLI = 1.00, RMSEA = 0.00, SRMR = 0.00). From a clinical perspective, these findings underscore the importance of interventions targeting both mentalization and emotion regulation to reduce vulnerability to hopelessness. Emotion regulation appears to represent a key mechanism linking reflective functioning to psychological well-being, particularly in high-stress professional contexts such as teaching.
How Does Mentalization Protect Against Hopelessness? The Mediating Role of Emotion Regulation in Teachers
Elisa Viscuso
;Siria Cibella;Giulio D'Urso;Ugo Pace
2026-01-01
Abstract
Mentalization is considered a key protective factor in psychological functioning, particularly in managing emotional distress. However, its impact on hopelessness may operate through underlying regulatory mechanisms. The present study investigates whether the relationship between mentalization and hopelessness is mediated by difficulties in emotion regulation in a sample of teachers. It is hypothesized that higher levels of mentalization are associated with lower hopelessness through reduced emotion regulation difficulties. The sample consisted of 143 teachers recruited from Teaching Qualification (TFA) courses. Participants completed self-report measures of mentalization (Reflective Functioning Questionnaire; RFQ), emotion regulation difficulties (Difficulties in Emotion Regulation Scale – Short Form; DERS-SF), and hopelessness (Beck Hopelessness Scale). A mediation model was tested with mentalization (RFQ_c) as the predictor, emotion regulation difficulties as the mediator, and hopelessness as the outcome variable. Gender was included as a control variable. Mediation analyses were conducted using confidence interval estimation. Mentalization was significantly negatively associated with emotion regulation difficulties (β = -0.58, p < .001), which in turn were positively associated with hopelessness (β = 0.29, p = .002). The direct effect of mentalization on hopelessness was not significant (p = .315), whereas the indirect effect via emotion regulation difficulties was significant (β = -0.17, p = .004), supporting a full mediation model. Gender did not show significant effects. Model fit indices indicated an excellent fit (CFI = 1.00, TLI = 1.00, RMSEA = 0.00, SRMR = 0.00). From a clinical perspective, these findings underscore the importance of interventions targeting both mentalization and emotion regulation to reduce vulnerability to hopelessness. Emotion regulation appears to represent a key mechanism linking reflective functioning to psychological well-being, particularly in high-stress professional contexts such as teaching.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
