Table 4.
The direct effect of the research paths and research model hypothesis analysis
| DV | IV | Std.Est. | S.E. | Est./S.E. | P Value | R2 | Hypo and Path | Remarks |
|---|---|---|---|---|---|---|---|---|
| TCRQ | TM | 0.173 | 0.078 | 2.223 | 0.026 | 0.480 | H1: TM → TCRQ | Support |
| EI | 0.280 | 0.082 | 3.407 | 0.001 | H2b: EI → TCRQ | Support | ||
| Empathy | 0.412 | 0.075 | 5.468 | *** | H3b: Empathy → TCRQ | Support | ||
| EI | TM | 0.497 | 0.062 | 8.071 | *** | 0.311 | H2a: TM → EI | Support |
| Empathy | TM | 0.320 | 0.075 | 4.296 | *** | 0.332 | H3a: TM → Empathy | Support |
| EI | 0.252 | 0.085 | 2.959 | 0.003 | H4: EI → Empathy | Support |
***p < 0.001
TCRQ Teacher-child relationships quality, TM Trait mindfulness, EI Emotional intelligence