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PositiveThe psychologypaper inexamines educationpedagogical recognises self-compassionvalues as a factorfoundation in the developmental shaping of the educational subject. In the narrower sense, values are not only thought of as desirable character traits that promotesare students‘shaped stressby resilienceeducation but in a broader sense, they are also determined as cultural and well-being.social Thus,constructs itthat seemscondition importantthe socialization context of educational activities. The axiological approach to studythe factorsformation thatof promoteeducational students’values self-compassion,through especiallyhermeneutic amongdiscourse thoseprovides whoinsight areinto preparingtheir for stressfulorigin and demandingimmanent professionspresence suchin aseducation, preschoolthus teaching.actualizing Somethe studies link mindfulness and emotional intelligence (EI) with self-compassion development, but there is a lackproblems of studiespermanent that examine the roleneglection of individual EI components in self-compassionaction as well as theirreflection mediatingon roleits value-determined foundations. Narrowly oriented intellectualism, technicism, scientism and positivism, which in the relationshipspirit betweenof mindfulnessprogressivism dominate contemporary pedagogical practice, ignore moralism, aestheticism, and self-compassion. Therefore, the first aim of this study was to examine the role of mindfulness and EI components in self-compassion. The second aim was to examine the mediating role of EI componentsspiritualism in the relationshipgeneral betweensense, mindfulnessreducing andhumanism self-compassion.to 163utilitarianism, studentsthe ultimate purpose of thewhich Facultyis ofpresented Teacheras Education,materialistic Universityconsumerism. ofTechnological Zagreb,development studyingpermanently earlyreflects andon preschooleducational education,activity, participated indirecting the researchdevelopment (99% women, M = 25.79; SD = 6.38) by voluntarily and anonymously filling out the questionnaire. The questionnaire consisted of Mindful Attention Awareness Scale, Emotional Intelligence Scale and Self-Compassion Scale. Regression analysis showed that mindfulness and three of the four EI components (self-emotional appraisal, use of emotion and regulation of emotion) were significant predictors of self-compassion. Mediation analysis showed a partial mediation of mindfulness on self-compassion through the above mentioned three EI components as parallel mediators. The findings of this study serve as the basis for directing greater attentioncourse of the educational process intofaster than man can develop and take a critical attitude towards it. The educational process thus becomes permanently marked and affected by technological progress, the developmentuncritical adoption of mindfulnesswhich hides the danger of its negative effects in the form of educational outcomes. The future of education is considered following the determination of its inherent values. Concluding thoughts are directed towards the implications and EIpossible in order to promote students‘ self-compassion and, consequently, their readiness for the demandssolutions of the profession.crisis of education as determined by values. Clarification, as well as revitalization of pedagogical values is presented as an urgent need, but also a permanent imperative to preserve the integrity of educational science and practice, which are increasingly shaken by the liberal ideology of relativization, trivialization and marginalization of educational activities.
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