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      Exploring positive teacher-student relationships: the synergy of teacher mindfulness and emotional intelligence

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          Abstract

          Introduction

          This study delves into the intricate synergy between teacher mindfulness and the quality of teacher-student relationships, with a specific and deliberate focus on the mediating influence of emotional intelligence. The way teachers engage with their students not only impacts the learning outcomes but also contributes significantly to the overall classroom atmosphere. Understanding the underlying mechanisms that drive these relationships is crucial for educators and policymakers alike. This research seeks to shed light on these critical dynamics.

          Methods

          To investigate this multifaceted interplay, a participant pool of 369 Chinese English teachers was assembled. The research employed a comprehensive approach to data collection, utilizing self-report questionnaires completed by the instructors. Structural equation modeling, a robust statistical technique, was employed to rigorously analyze the collected data.

          Results

          The data analysis unveiled a robust and direct association between teacher mindfulness and the quality of teacher-student relationships. Beyond this primary link, a noteworthy revelation emerged: emotional intelligence, as measured through our analysis, was identified as a pivotal mediating factor in this relationship. This finding highlights the intricate web of emotions, awareness, and interpersonal interactions that underpin effective teaching and positive teacher-student relationships.

          Discussion

          These significant findings underscore the critical roles of teacher mindfulness and emotional intelligence in shaping the educational landscape. The implications of this study reach far beyond academia, extending to the development of tailored educational interventions and support strategies.

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          Most cited references138

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          Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives

          Li‐tze Hu, Peter M. Bentler (1999)
          Article 0 comments Cited 10940 times – based on 0 reviews     Review now
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            Common method biases in behavioral research: A critical review of the literature and recommended remedies.

            Philip M Podsakoff, Scott MacKenzie, Jeong-Yeon Lee … (2003)
            Interest in the problem of method biases has a long history in the behavioral sciences. Despite this, a comprehensive summary of the potential sources of method biases and how to control for them does not exist. Therefore, the purpose of this article is to examine the extent to which method biases influence behavioral research results, identify potential sources of method biases, discuss the cognitive processes through which method biases influence responses to measures, evaluate the many different procedural and statistical techniques that can be used to control method biases, and provide recommendations for how to select appropriate procedural and statistical remedies for different types of research settings.
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              Evaluating Goodness-of-Fit Indexes for Testing Measurement Invariance

              Gordon Cheung, Roger B. Rensvold (2002)
              Article 0 comments Cited 1964 times – based on 0 reviews     Review now
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                Author and article information

                Contributors
                Xue Wang: URI : https://loop.frontiersin.org/people/2521417/overviewRole: Role: Role: Role: Role: Role: Role: Role: Role: Role: Role: Role: Role: Role:
                Journal
                Journal ID (nlm-ta): Front Psychol
                Journal ID (iso-abbrev): Front Psychol
                Journal ID (publisher-id): Front. Psychol.
                Title: Frontiers in Psychology
                Publisher: Frontiers Media S.A.
                ISSN (Electronic): 1664-1078
                Publication date (Electronic): 29 November 2023
                Publication date Collection: 2023
                Volume: 14
                Electronic Location Identifier: 1301786
                Affiliations
                Department of Foreign Languages, Henan Finance University , Zhengzhou, Henan, China
                Author notes

                Edited by: Claudio Longobardi, University of Turin, Italy

                Reviewed by: Nelly Lagos San Martín, University of the Bío Bío, Chile; Farzaneh Shakki, Golestan University, Iran; Romualdas Malinauskas, Lithuanian Sports University, Lithuania; M. Ramli, State University of Malang, Indonesia

                *Correspondence: Xue Wang, wxuelucy@ 123456hotmail.com
                Article
                DOI: 10.3389/fpsyg.2023.1301786
                PMC ID: 10716249
                PubMed ID: 38094701
                SO-VID: 96a6a677-98bb-4a71-944c-04bbf778f7d8
                Copyright © Copyright © 2023 Wang.
                License:

                This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

                History
                Date received : 25 September 2023
                Date accepted : 10 November 2023
                Page count
                Figures: 1, Tables: 4, Equations: 0, References: 138, Pages: 14, Words: 12786
                Funding
                The author(s) declare that no financial support was received for the research, authorship, and/or publication of this article.
                Categories
                Subject: Psychology
                Subject: Original Research
                Custom metadata
                section-at-acceptance Educational Psychology

                ScienceOpen disciplines: Clinical Psychology & Psychiatry
                Keywords: teacher mindfulness,teacher-student relationship quality,emotional intelligence,english teachers,structural equation modeling
                Data availability:
                ScienceOpen disciplines: Clinical Psychology & Psychiatry
                Keywords: teacher mindfulness, teacher-student relationship quality, emotional intelligence, english teachers, structural equation modeling

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