Mindfulness, adversity quotient and learner satisfaction in the virtual learning environment: perspectives from Indian higher education

Purpose This study aims to investigate the relationship between student perceived teacher mindfulness (STM), student mindfulness (SM), adversity quotient (ARP) and learner satisfaction (LS). This study likewise examined whether SM and ARP mediate the relationship between STM and LS. Design/methodology/approach A questionnaire battery of STM, self-reported SM, ARP and LS was prepared and pilot-tested. A cross-sectional survey of 2,000 students from four universities, three in India and one in the UAE was administered. In total, 713 survey responses after data cleaning were used for analysis. Findings The results from three-stage hierarchical multiple regression predicted that STM was the strongest predictor of LS followed by SM and ARP. The parallel mediation Model 4 from PROCESS Macro by Hayes (2013) was used to test the mediation effects of SM and ARP profile on the relationship between STM and LS. It was found that SM has a larger effect than the ARP profile on the LS of a student. Practical implications The results of this study show that learner satisfaction in the virtual learning environment can improve through interventions at the institutional level by reviewing the recruitment process of faculty and students, and at the governance level by adopting processes that help address teacher challenges such as stress and anxiety. Originality/value In the extant literature, the studies on STM, teacher mindfulness, adversity quotient and learning satisfaction are an under-researched domain, especially in the context of virtual learning. Likewise, the adversity quotient though an established concept has not been adequately studied on students in the virtual environment.