Exploring the interplay of academic stress, motivation, emotional intelligence, and mindfulness in higher education: a longitudinal cross-lagged panel model approach

Table 2 Standardized factor loadings for the measurement model

Parameter estimate	Standardized factor loadings
	At T1	At T2
Academic stress → Teachers’ Stress	0.89***	0.91***
Academic stress → Results Stress	0.91***	0.90***
Academic stress → Test Stress	0.87***	0.90***
Academic stress → Stress of Studying in a Group	0.89***	0.91***
Academic stress → Peer Stress	0.85***	0.89***
Academic stress → Time Management Stress	0.79***	0.80***
Academic stress → Self-inflicted Stress	0.88***	0.89***
Academic motivation → Intrinsic motivation	0.78***	0.81***
Academic motivation → Extrinsic motivation	0.77***	0.80***
Academic motivation → Amotivation	0.87***	0.86***
Emotional intelligence → Perception of emotion	0.89***	0.88***
Emotional intelligence → Managing own emotions	0.90***	0.89***
Emotional intelligence → Managing others’ emotions	0.85***	0.88***
Emotional intelligence → Utilization of emotion	0.86***	0.89***
Mindfulness → Observing	0.85***	0.87***
Mindfulness → Describing	0.78***	0.82***
Mindfulness → Acting with Awareness	0.91***	0.88***
Mindfulness → Non-Judging	0.88***	0.89***
Mindfulness → Non-Reacting	0.87***	0.88***

ISSN: 2050-7283