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<p>This study examined the indirect effect of student engagement (behavioral, emotional, and cognitive) in the relationship between mindfulness and flourishing among university students. A cross-sectional survey design was employed, with data collected from 618 students (Mage = 24.3, SD = 4.97) across various academic disciplines. Student engagement was measured using the Arabic version of the University Student Engagement Inventory (A-USEI). Mindfulness was assessed using the Mindful Attention Awareness Scale – Arabic Version (MAAS), and flourishing was evaluated using the Arabic version of the Flourishing Scale. Structural equation modeling (SEM) was conducted to test direct and indirect effects. Results indicated that mindfulness significantly predicted behavioral engagement (β = 0.17, <i>p</i> &lt; 0.001), emotional engagement (β = 0.19, <i>p</i> &lt; 0.001), and cognitive engagement (β = 0.08, <i>p</i> &lt; 0.001). In turn, emotional engagement (β = 0.33, <i>p</i> &lt; 0.001), behavioral engagement (β = 0.21, <i>p</i> &lt; 0.001), and cognitive engagement (β = .63, <i>p</i> &lt; 0.001) significantly predicted flourishing. The direct effect of mindfulness on flourishing was non-significant (β = –0.002, <i>p</i> = 0.94). However, significant indirect effects emerged through emotional (β = 0.08), behavioral (β = 0.05), and cognitive engagement (β = 0.06), confirming engagement as a key mediating mechanism. These findings highlight the importance of fostering student engagement to translate mindfulness into enhanced well-being. The study contributes to mindfulness research by validating this mediational model within an Arab higher education context.</p>

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From mindfulness to flourishing: investigating the mediating role of student engagement

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年4月17日

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  • Mohamed Ali,
  • Rasha Mohamed Abdelrahman,
  • Dimah Saleh Abdulaziz Alyousef,
  • Saeed A. AL-Dossary

摘要

This study examined the indirect effect of student engagement (behavioral, emotional, and cognitive) in the relationship between mindfulness and flourishing among university students. A cross-sectional survey design was employed, with data collected from 618 students (Mage = 24.3, SD = 4.97) across various academic disciplines. Student engagement was measured using the Arabic version of the University Student Engagement Inventory (A-USEI). Mindfulness was assessed using the Mindful Attention Awareness Scale – Arabic Version (MAAS), and flourishing was evaluated using the Arabic version of the Flourishing Scale. Structural equation modeling (SEM) was conducted to test direct and indirect effects. Results indicated that mindfulness significantly predicted behavioral engagement (β = 0.17, p < 0.001), emotional engagement (β = 0.19, p < 0.001), and cognitive engagement (β = 0.08, p < 0.001). In turn, emotional engagement (β = 0.33, p < 0.001), behavioral engagement (β = 0.21, p < 0.001), and cognitive engagement (β = .63, p < 0.001) significantly predicted flourishing. The direct effect of mindfulness on flourishing was non-significant (β = –0.002, p = 0.94). However, significant indirect effects emerged through emotional (β = 0.08), behavioral (β = 0.05), and cognitive engagement (β = 0.06), confirming engagement as a key mediating mechanism. These findings highlight the importance of fostering student engagement to translate mindfulness into enhanced well-being. The study contributes to mindfulness research by validating this mediational model within an Arab higher education context.