Applied Psychology

Applied Psychology

Effectiveness of Mentalization-Based Intervention on Teacher-Student Interaction, Metaemotional Philosophy and Emotional Experiences of New Teachers

Document Type : Original Article

Authors
Mahtab Ghanbarpour
Maryam Bordbar
Hossein Kareshki
Department of Counseling and Educational Psychology, Faculty of Education and Psychology, Ferdowsi University of Mashhad, Mashhad, Iran.
10.48308/apsy.2026.243259.1967
Abstract
Aim: This study examined the effectiveness of a mentalization-based intervention on teacher–student interaction, meta-emotional philosophy, and emotional experiences among new teachers.

Method: This quasi-experimental study used a pretest–posttest–follow-up design with a control group. The statistical population included all newly employed elementary school teachers in Mashhad during the 1404–1405 academic year. Twenty-four teachers were selected through convenience sampling and randomly assigned to experimental and control groups (12 participants each). The experimental group received eight 90-minute mentalization-based training sessions, while the control group received no intervention. Data were collected using the Teacher–Student Interaction Questionnaire, Meta-Emotional Philosophy Questionnaire, and Emotion Inventory at pretest, posttest, and follow-up. Data were analyzed using repeated-measures ANOVA.

Results: Mentalization-based training significantly improved positive teacher interpersonal behaviors (F = 60.66, p < 0.001), reduced negative interpersonal behaviors (F = 75.47, p < 0.001), enhanced meta-emotional philosophy (F = 78.23, p < 0.001), increased positive emotional experiences (F = 70.64, p < 0.001), and reduced negative emotional experiences (F = 16.09, p < 0.05).

Conclusion: Mentalization-based intervention effectively improved teacher–student interactions, emotional awareness, and emotional experiences among new teachers. The findings support the use of mentalization training programs in teacher preparation and professional development settings.
Keywords
Teacher-Student Interaction
Emotional experiences
Mentalization
Meta-Emotion
New Teachers
Subjects
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