Abstract
This study investigated the mediating role of teaching quality in the relationship between teacher mindfulness and student engagement. The sample consisted of 293 teachers from a Chinese university. Data were collected through selfadministered questionnaires. I developed a model that connected teacher mindfulness, teaching quality, and student engagement, and tested four hypotheses using structural equation modeling. The findings revealed there were positive relationships between teacher mindfulness and both teaching quality and student engagement. Furthermore, teaching quality mediated the relationship between teacher mindfulness and student engagement. These results shed light on the underlying mechanism linking teacher mindfulness and student engagement.
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