Foreign language teachers (FLTs) are pivotal in enhancing linguistic proficiency and promoting intercultural understanding (Hossain, 2024). Beyond language instruction, they immerse students in cultural contexts, fostering intercultural competence and global awareness (Richards et al., 2013; Borg, 2006). By integrating cultural perspectives into their teaching, FLTs advance inclusivity, empathy and help shape globally conscious learners (Petrenko et al., 2020; Fernández-Corbacho et al., 2024). Despite their critical role, FLTs encounter multifaceted challenges like, emotional, cognitive, physical, cultural, linguistic, methodological, and systemic (MacIntyre et al., 2019; Babic et al., 2022; Budzińska, 2023; Mercer, 2023). Emotional labor is especially taxing, as teachers have to navigate personal and culturally sensitive interactions while managing both their own and students' emotions (King and Ng, 2018; Golombek and Doran, 2014). This, coupled with the need to sustain linguistic proficiency and address learners' language anxiety (Horwitz, 1996), increases burnout risk. This profession also demands energy-intensive, interactive pedagogies that are cognitively and physically draining (Borg, 2006). Rigid curricula, varying student proficiency levels, and limited resources add further strain (Wieczorek, 2016). Moreover, the dynamic nature of language requires ongoing content updates, likening teaching to aiming at a “moving target” (Talbot and Mercer, 2018).

Systemic stressors also affect FLTs in private institutions, where insecure employment, characterized by zero-hour contracts, income instability, and limited benefits, undermines wellbeing (Mercer, 2023; Wieczorek, 2016). Many teachers face insufficient institutional support, limited professional development, and few advancement opportunities, fostering exploitation and isolation (Mason, 2017). Language teaching's lower prestige compared to other disciplines further diminishes morale (Mason, 2017). Intercultural pressures intensify these challenges, as teachers adapt to unfamiliar environments, often at the cost of personal identity and stability (Cowie, 2011). As noted by Piechurska-Kuciel (2011), FLTs frequently endure greater demands than peers in other subjects, resulting in higher burnout rates.

The rapid rise of AI and language-learning apps like Duolingo, Babbel, and Rosetta Stone has also reshaped the role of FLTs. These platforms provide personalized, gamified learning that challenges traditional instruction and raises concerns about the diminishing role of teachers (Yuen and Schlote, 2024; Wei, 2023; Ghamrawi et al., 2024). Consequently, FLTs must redefine their value—from knowledge transmitters to facilitators helping students navigate technological tools (Kwon et al., 2021). The COVID-19 pandemic further accelerated digital integration, compelling teachers to adopt unfamiliar technologies amid emotional and cognitive strain (Tao and Gao, 2022; Hu and Shen, 2024). Hybrid models remain prevalent post-pandemic, intensifying the demand for ongoing professional adaptation (Wang et al., 2024).

In culturally and linguistically diverse country like India, FLTs face unique challenges. With over 19,500 regional languages and dialects, linguistic diversity profoundly influences classroom communication, pedagogy, and student engagement (Kaushik and Khanna, 2023). Urban classrooms often feature students with multiple first languages, necessitating teachers to navigate complex linguistic terrains for effective instruction (Lightfoot et al., 2022). In rural and tribal areas, stark language gaps between native dialects and the instructional medium hinder learning (Pattanaik, 2020). Cultural diversity further shapes pedagogy, demanding sensitivity to varying traditions, belief systems, and socio-cultural norms (Pandey and Jha, 2023). Students' cultural backgrounds often influence learning preferences, prompting the need for context-specific teaching strategies (Bose and Gao, 2022). These intricacies, amplified by socio-economic and resource disparities, pose substantial barriers to effective instruction and necessitate stronger institutional support (Bhattacharya, 2013).

These evolving challenges significantly affect FLTs' wellbeing and performance. Given the strong interconnections among teacher wellbeing (TWB), teacher effectiveness, and student outcomes, as well as the reciprocal link between student and TWB (Dreer, 2022; Bilz et al., 2022; Roffey, 2012), urgent action is required from both educational leadership and teachers themselves. When supported by responsive administration, teachers are more likely to thrive emotionally and professionally, fostering positive learning environments and improved student engagement and academic success (Braun et al., 2020; Ertürk, 2022; Dreer, 2023; Lee and Swaner, 2023). In increasingly complex educational settings, adaptability emerges as a vital skill for navigating linguistic and cultural diversity and responding to evolving pedagogical demands. Through adaptability, teachers can develop cultural intelligence (CQ), which can foster inclusive and responsive classrooms while enhancing their wellbeing and professional satisfaction. Additionally, transformational leadership (TL) from administrators/employers can inspire and support teachers, fostering CQ development, ultimately strengthening TWB. Despite extensive research on TWB, existing studies have largely overlooked FLTs, especially in culturally and linguistically diverse settings like India. Moreover, limited attention has been given to the combined roles of AP, CQ, and TL in shaping FLTs' wellbeing. This study attempts to addresses these gaps by exploring how these variables interact in the under-researched context of Odisha's border districts. By integrating multiple theoretical frameworks and testing a comprehensive structural model, this research offers novel empirical insights into the mechanisms that foster FLTs' wellbeing in multilingual and multicultural environments. To explore these critical interconnections, the following section reviews existing literature on adaptability, TL, CQ, and TWB, highlighting their empirical and theoretical foundations.

TWB: TWB is a crucial component of the educational system, influencing both teacher effectiveness and student outcomes (Mercer and Gregersen, 2020; Jin et al., 2021; Mercer, 2023). High TWB is associated with greater motivation, creativity, and classroom management, which foster student engagement and academic success (Klusmann et al., 2008; Roffey, 2012; Kunter et al., 2013). It also strengthens teacher-student relationships, further enhancing student wellbeing and performance (Sammons et al., 2007; Spilt et al., 2011; Braun et al., 2020; Dreer, 2023). Conversely, low TWB contributes to job dissatisfaction, emotional exhaustion, and diminished instructional quality (Harding et al., 2019; Cann et al., 2021). Despite its importance, TWB is a complex, multidimensional construct lacking a universally accepted definition (Fox et al., 2023; Dreer, 2023; Chen et al., 2024). Hascher and Waber (2021) identified six key research perspectives on TWB:

These varied conceptualizations lead to inconsistencies in how TWB is defined, measured, and addressed, complicating cross-study comparisons and practical implementation. A widely adopted framework by Collie et al. (2015) includes dimensions such as workload, teacher-student relationships, and organizational wellbeing. This framework has since guided and shaped research on TWB antecedents and intervention strategies.

Adaptability and TWB: adaptability is a multifaceted concept with varied interpretations across disciplines (Stokes et al., 2010). In workplace settings, it is typically defined as the capacity to respond effectively to change, regulate psycho-behavioral responses under uncertainty, and manage diverse job demands (Martin et al., 2012; Collie et al., 2018). This capability, often termed adaptive performance (AP), refers to one's ability to adjust behavior to meet evolving work demands (Krijgsheld et al., 2024). Pulakos et al. (2000) proposed a widely adopted framework for AP, comprising eight dimensions: interpersonal and cultural adaptability, navigating uncertainty, managing crises, creative problem-solving, learning new tasks and technologies, stress management, and adaptation to physically challenging environments. This taxonomy remains influential across professional contexts (Loughlin and Priyadarshini, 2021).

In educational contexts, teacher adaptability is closely linked to wellbeing (Vincent et al., 2023), with adaptable teachers reporting reduced burnout, lower stress, and higher job satisfaction (Sheridan et al., 2022; Garcia et al., 2024). Collie and Martin (2017a,b) found that greater adaptability enhances psychological wellbeing and improves teachers' capacity to meet professional demands. Adaptability also functions as a self-regulatory mechanism (Vincent et al., 2023) that strengthens resilience in challenging environments (Mansfield et al., 2014). Beyond personal wellbeing, adaptability boosts teacher motivation, engagement, and organizational commitment (Martin et al., 2021; Collie et al., 2018; Davis et al., 2024). It also indirectly supports student achievement by fostering supportive learning environments through improved wellbeing (Collie and Martin, 2017a; Garcia et al., 2024). Overall, adaptability acts as a vital personal resource, enhancing social-emotional wellbeing, job satisfaction, and instructional effectiveness (Collie and Martin, 2016, 2017b; Collie R. et al., 2020).

TL and TWB: TL is a leadership style that inspires and motivates followers to exceed expectations through a shared vision, staff development, support, empowerment, innovation, and charismatic role modeling (Carless et al., 2000). In educational contexts, TL significantly influences teachers' professional outcomes and wellbeing. Key TL attributes, such as inspirational motivation and idealized influence, enhance autonomous motivation, while individualized consideration supports engagement in complementary tasks (Hyseni Duraku and Hoxha, 2021). Principals practicing TL help align teachers with institutional goals, promoting self-actualization and mitigating burnout (Tsang et al., 2022; Kilinç et al., 2024). Providing individualized professional support also boosts teachers' self-efficacy and competence (Geijsel et al., 2003). TL has been shown to foster creativity, resilience, and job satisfaction (Kaya, 2024), while also cultivating a supportive school climate that strengthens TWB (Baroman and Quirap, 2024). In international schools, TL behaviors have been linked to reduced stress and improved wellbeing (Merritt and Procter, 2022). A systematic review by Meidelina et al. (2023) affirms these links, though further research is needed to clarify how distinct TL dimensions impact TWB.

CQ and TWB: CQ refers to the capacity to adapt effectively in intercultural interactions (Sternberg et al., 2022). It is commonly understood as a multidimensional construct encompassing cognitive, metacognitive, motivational, and behavioral components—or alternatively, cultural metacognition, cross-cultural skills, and cultural knowledge (Earley and Ang, 2003; Neto et al., 2021). Research highlights CQ contributing to wellbeing of teachers by enhancing job satisfaction and promoting culturally responsive teaching. For instance, Rana et al. (2024) reported a positive correlation between CQ and psychological wellbeing, while Sims (2011) linked CQ to teachers' job satisfaction and retention in international schools. Efeoglu and Ulum (2017) similarly found strong associations between CQ and professional wellbeing. Teachers with high CQ foster inclusive classrooms, bridging cultural gaps and improving student outcomes (Dahdah, 2017; Karataş et al., 2023). Additionally, culturally intelligent educators enhance students' own CQ, preparing them for global citizenship (Goh, 2012; Rajaram, 2023). In contrast, culturally unaware teachers may neglect students' cultural identities, resulting in unmet academic and emotional needs (Molina, 2013).

AP and CQ: research consistently demonstrates a strong positive relationship between CQ and AP, identifying CQ as a key enabler of effective adjustment in culturally diverse environments (Sahin and Gürbüz, 2014; Suharti et al., 2019). Individuals with high CQ exhibit enhanced behavioral flexibility, which supports higher AP in cross-cultural contexts (Schlaegel et al., 2021; Teixeira and Zanela Klein, 2024). Azevedo (2018) further suggests that such individuals readily modify their behaviors to meet situational demands, reinforcing their adaptability. Studies involving international students and military leaders also affirm CQ's role in fostering adaptability across educational and professional domains (Al Shdaifat et al., 2016; Chu and Zhu, 2023). Overall, CQ emerges as a critical competence for navigating new environments, diverse work cultures, and evolving job demands (Nzitunga and Nyanway, 2019).

TL and CQ: CQ is widely recognized as a key determinant of TL, especially in multicultural educational and organizational contexts. Numerous studies report a positive relationship between CQ and leadership effectiveness in school settings (Aldhaheri, 2017; Velarde et al., 2022). Keung and Rockinson-Szapkiw (2013) found that school leaders with high CQ display stronger TL behaviors, enhancing their ability to lead in culturally diverse environments. Likewise, Zirak and Ahmadian (2012) identified a positive correlation between CQ and TL among principals, suggesting that culturally intelligent leaders better align their vision with diverse educational needs. Attar et al. (2019) further supported this connection, while Alon and Higgins (2005) highlighted CQ's importance in global leadership success. Collectively, these findings present CQ as an essential competency for transformational leaders, enabling them to navigate cultural complexities, promote inclusivity, and facilitate adaptive learning environments.

While corporate research has established positive links among employee wellbeing, AP, CQ, and TL, these relationships are underexplored in educational settings, especially for FLTs, whose wellbeing remains largely neglected (MacIntyre et al., 2019; Talbot and Mercer, 2021; Budzińska, 2023; Mercer, 2023). Moreover, although adaptability is considered essential for effective teaching (Collie and Martin, 2016), its specific role in managing everyday challenges and enhancing TWB is poorly understood, particularly for FLTs (Sheridan et al., 2022; Roseth and Blackwell, 2022). Existing research tends to focus on STEM and even music teachers (Collie and Martin, 2017a; Holliman et al., 2022; Roseth and Blackwell, 2022; Collie R. J. et al., 2020), further marginalizing FLTs in this discourse.

Similarly, research on leadership and TWB has highlighted the positive influence of supportive leadership qualities on TWB (Kaltiainen and Hakanen, 2022; Meidelina et al., 2023; See et al., 2024). However, despite the growing global interest in this field, studies examining the intersection of leadership and TWB remain geographically limited (Meidelina et al., 2023), necessitating further investigation in culturally and educationally diverse settings. CQ, though increasingly recognized for its influence on teacher and student wellbeing (Gokalp, 2022), remains underexamined in educational literature. Importantly, while CQ is known to predict AP and TL, little research has explored whether AP and TL reciprocally influence CQ—posing a significant gap in understanding potential bidirectional relationships.

Furthermore, studies on AP, CQ, TL, and TWB have primarily focused on psychological and workplace dimensions (Meidelina et al., 2023; Davis et al., 2024; Vincent et al., 2023), with limited attention to TWB as a holistic construct. Finally, another critical concern is the scarcity of research on TWB in India. A comprehensive review spanning 49 years (1973–2021) revealed that only 18 studies have been conducted on TWB in the Indian context, accentuating the urgent need for further exploration (Yu et al., 2022).

The identified research gaps are particularly pronounced in Odisha, a linguistically and culturally diverse Indian state where teachers engage with multiple Odia dialects alongside Hindi, and English. Odisha's borders with Andhra Pradesh, Jharkhand, Chhattisgarh, and West Bengal further amplify this complexity. Border regions are highly multilingual, with communities speaking combinations of Odia, Hindi, Bengali, Santali, Telugu, and tribal languages. These linguistic layers are accompanied by distinct cultural traditions, which shape communication styles, student engagement, and classroom dynamics. Such diversity places heightened demands on FLTs, higlighting the importance of examining their TWB in relation to adaptability, leadership support, and CQ to ensure effective teaching in this context.

Building on the identified research gaps, this study investigates the interrelationships among FLTs' AP, CQ, and school principals' TL in shaping FLTs' TWB across six border districts of Odisha: Balasore, Baripada, Sundargarh, Bargarh, Gajapati, and Ganjam. These districts—bordering West Bengal, Jharkhand, Chhattisgarh, and Andhra Pradesh—are marked by pronounced linguistic and cultural diversity. Teachers in these regions operate in multilingual settings and navigate overlapping cultural influences, adding complexity to their professional roles. This research aims to deepen understanding of the factors influencing TWB and generate actionable insights for school leaders, employers, and policymakers committed to supporting FLTs in such dynamic environments. This study adopts an integrative theoretical lens to examine how FLTs' TWB in multicultural and multilingual educational settings. The conceptual framework draws on five established theories to illuminate these interconnections. Self-Regulation Theory (Bandura, 1991; Zimmerman, 2000) explains AP as a dynamic, self-directed process wherein teachers monitor and adapt their instructional strategies in response to diverse classroom demands. In doing so, they cultivate metacognitive awareness and behavioral flexibility—key dimensions of CQ (Earley and Ang, 2003)—which facilitate effective engagement in culturally diverse environments. Transformational Leadership (TL) Theory (Bass and Avolio, 1994) and Leader-Member Exchange (LMX) Theory (Graen and Uhl-Bien, 1995) clarify how leadership influences CQ. Transformational leaders motivate teachers through idealized influence, intellectual stimulation, and individualized consideration, fostering professional growth in culturally diverse contexts. LMX theory complements this by emphasizing high-quality leader–teacher relationships, which promote CQ through access to resources such as mentorship and cross-cultural collaboration. The link between CQ and TWB is further informed by Conservation of Resources (COR) Theory (Hobfoll, 1989) and the Job Demands–Resources (JD-R) Model (Demerouti et al., 2001). COR theory frames CQ as a psychological resource that reduces stress by enabling effective responses to cultural demands. The JD-R model positions cultural complexity as a job demand and CQ as a personal resource that buffers against burnout, enhances job satisfaction, and supports emotional resilience (Bakker and Demerouti, 2017). Collectively, these theories provide a robust foundation for examining how FLTs' AP and perceived TL influence TWB, with CQ serving as a mediating resource in multilingual and multicultural educational contexts. In this study, we posit CQ not only as a personal resource but also as a bridge that explains how adaptability and school leadership influence FLTs' wellbeing in multicultural and multilingual educational environments. Drawing on established theoretical frameworks this study proposes the following conceptual model (Figure 1), and seven hypotheses.

This study targeted English language teachers from private and government schools across six border districts of Odisha: Balasore, Baripada, Sundargarh, Bargarh, Gajapati, and Ganjam. A convenience sampling strategy was adopted to ensure proportional representation across school types. The final sample reflected a balanced demographic profile across age, gender, and teaching experience (see Table 1). Teachers were recruited through direct engagement with school administrations and were informed about the study's objectives, voluntary participation, and right to withdraw at any time. A total of 928 teachers consented, and questionnaires were distributed via designated school coordinators. After preliminary screening for completeness and consistency, 816 valid responses were retained for analysis. Data collection spanned over 5 months (October 2024–February 2025). The final sample size exceeded the recommended threshold of 300 for factor analysis, ensuring statistical reliability and validity (Hair et al., 2021).

The questionnaire consisted of two sections: (i) demographic information (age, gender, teaching experience, school type, and district), and (ii) standardized scales measuring four key constructs. AP was assessed using an eight-item scale adapted from the Job Adaptability Inventory (Pulakos et al., 2002) and Pulakos et al.'s (2000) taxonomy. Due to proprietary restrictions (Charbonnier-Voirin and Roussel, 2012), a modified version was developed to reflect seven of the original eight dimensions: managing work stress, crisis response, creative problem-solving, interpersonal adaptability, learning new tasks and technologies, navigating uncertainty, and physical adaptability. Cultural adaptability was excluded due to conceptual overlap with CQ, consistent with Marques-Quinteiro et al. (2015) and Pulakos et al.'s (2000) argument that all dimensions need not be included in every context. CQ was measured using the 10-item Short Form Cultural Intelligence (SFCQ) Scale (Thomas et al., 2015), covering metacognition, skills, and cultural knowledge. The SFCQ has demonstrated cross-cultural reliability in diverse contexts (Neto et al., 2021). TL was assessed using the 7-item Global Transformational Leadership Scale (Carless et al., 2000), which evaluates key TL behaviors such as vision, staff development, empowerment, support, innovation, leading by example and charisma. This scale has been validated across multiple cultural settings. TWB was measured using the 16-item Teacher Wellbeing Scale (TWBS) (Collie et al., 2015), capturing three subdomains: workload wellbeing (TWB_W), organizational wellbeing (TWB_O), and student interaction wellbeing (TWB_S). AP, CQ, and TL items were rated on a 7-point Likert scale (1 = Strongly Disagree to 7 = Strongly Agree), while TWB used a 7-point scale ranging from 1 = Negatively to 7 = Positively. Higher scores across all constructs indicated more favorable outcomes.

Data analysis followed a sequential approach: (i) data examination and preliminary analyses, (ii) exploratory factor analysis (EFA) to refine the measurement scales, and (iii) PLS-SEM to evaluate the measurement and structural model, and test hypotheses. All analyses were conducted using IBM SPSS 27 for preliminary/EFA and SmartPLS4 for PLS-SEM.

Following data screening, 816 complete responses were retained for EFA. No missing values were detected. Normality was assessed through skewness and kurtosis, both falling within acceptable thresholds of 3 and 10 respectively (Kline, 2005). The dataset's suitability for factor analysis was confirmed by a Kaiser-Meyer-Olkin (KMO) value of 0.963, exceeding the recommended minimum of 0.70, and indicating excellent sampling adequacy. Bartlett's test of sphericity was also significant (χ² = 18,706.85, df = 820, p < 0.001), supporting the factorability of the correlation matrix.

EFA was conducted using Principal Component Analysis with Varimax rotation. A six-factor structure emerged, with item loadings aligning well with theoretical constructs (Supplementary Table 1). Extracted factors accounted for 62.47% of the total variance—exceeding the acceptable threshold of 60%—and all retained factors had eigenvalues above 1. Items with low loadings (< 0.65) or significant cross-loadings were excluded to ensure construct clarity. Reliability testing showed strong internal consistency, with Cronbach's alpha values exceeding 0.70 for all factors. Harman's One-Factor Test indicated the first factor accounted for 32.2% of the variance, well below the 50% threshold, suggesting that common method bias (CMB) was not a significant concern.

To capture the multidimensional nature of TWB construct, the measurement model assessment was conducted in two stages: first for lower-order constructs (Supplementary Figure 1), and then for the higher-order construct (Figure 2) using the disjoint two-stage approach. This approach was essential to accurately model TWB as a second-order latent variable composed of three distinct but interrelated dimensions (TWB_W, TWB_O, and TWB_S), ensuring both conceptual clarity and statistical rigor. The measurement models were evaluated using SmartPLS, focusing on reliability, convergent validity, and discriminant validity. For all constructs—lower and higher order—the factor loadings, Cronbach's alpha (α), Composite Reliability (CR), and Average Variance Extracted (AVE) exceeded recommended thresholds (α and CR > 0.70; AVE > 0.50) (Supplementary Tables 2, 5), confirming internal consistency and convergent validity (Gora et al., 2019).

Discriminant validity (Supplementary Tables 3, 6) was supported by both the Fornell-Larcker criterion and Heterotrait-Monotrait (HTMT) ratio. In all cases, square roots of AVE were greater than inter-construct correlations, and all HTMT values were below the 0.90 threshold (Fornell and Larcker, 1981; Chetioui and Lebdaoui, 2022). Cross-loadings (Supplementary Tables 4, 7) confirmed that each item loaded highest on its intended construct (Hair et al., 2017; Su et al., 2022). All VIF values were below 3, indicating no multicollinearity concerns (Kock and Lynn, 2012). These results validate the reliability and discriminant structure of both the lower and higher-order measurement models, enabling robust structural model analysis.

Following measurement model validation, the structural model (Figure 2) was assessed using key quality indicators: coefficient of determination (R²), effect size (f²), predictive relevance (Q²), and model fit indices. The model demonstrated substantial explanatory power, with CQ showing an R² of 0.388—indicating that AP and TL explain 38.8% of its variance—and TWB higher order construct (TWB_HOC) with an R² of 0.516, meaning AP, CQ, and TL jointly explain 51.6% of its variance. Adjusted R² values (0.386 for CQ; 0.514 for TWB_HOC) confirmed model stability by accounting for complexity. Effect size (f²) analysis revealed that AP had a strong effect on CQ (f² = 0.446) and a moderate effect on TWB_HOC (f² = 0.171), while CQ moderately influenced TWB_HOC (f² = 0.151). TL's contributions were smaller, with f² = 0.081 for CQ and f² = 0.086 for TWB_HOC. Predictive relevance (Q²) values−0.382 for CQ and 0.438 for TWB_HOC—exceeded zero, indicating good predictive capacity. Model fit indices further supported the model's robustness, with SRMR = 0.037 and NFI = 0.931, reflecting an acceptable fit.

A bootstrapping procedure with 5,000 resamples was employed to assess the significance of both direct and indirect (mediated) effects. The results of direct effects (Table 2) suggest that AP had a significant positive effect on CQ (β = 0.534, t = 16.418, p < 0.001), with a strong effect size (f² = 0.446). Additionally, AP significantly influenced TWB_HOC (β = 0.354, t = 8.964, p < 0.001) with a moderate effect size (f² = 0.171). CQ also showed a significant positive impact on TWB_HOC (β = 0.345, t = 7.930, p < 0.001), contributing moderately to its variance (f² = 0.151). Moreover, TL exhibited a significant effect on CQ (β = 0.227, t = 7.236, p < 0.001) with a small effect size (f² = 0.081), and it also significantly influenced TWB_HOC (β = 0.216, t = 7.170, p < 0.001) with a small effect (f² = 0.086). These findings confirm that all proposed relationships were supported, demonstrating the predictive relevance of the model.

The mediation analysis (Table 3) revealed that CQ partially mediates the relationships between AP, TL, and TWB_HOC. For H6 (AP → CQ → TWB_HOC), the indirect effect was significant (β = 0.185, t = 6.777, p < 0.001), with a total effect of β = 0.539 and a VAF of 34.32%, indicating complementary partial mediation. Similarly, for H7 (TL → CQ → TWB_HOC), the indirect effect was significant (β = 0.079, t = 4.969, p < 0.001), with a total effect of β = 0.295 and a VAF of 26.78%, also supporting complementary partial mediation.