The research aims to detect the relationship among mindfulness, need for cognition and academic engagement of higher studies students in faculty of education as well as the protection possibility of the academic engagement through mindfulness, need for cognition and detection of the gender effect ( males – females) on mindfulness, need for cognition and academic engagement. The study comprised of (296) higher studies male and female students (special diploma, master's degree) of faculty of education, Kafrelsheikh University with average age of (25.38 years) and standard deviation of (1.92±). The research instruments included the mindfulness scale (translated by Hassan, 2017), need for cognition scale (translated by Al-Menshwai, 2015), academic engagement scale (prepared by the researcher). The research depended on descriptive approach using the collateral approach and the time difference approach, the correlation coefficient, the multiple regression analysis and t-test for the independent groups. The research came to the following results. There is a statistically significant and positive correlation between mindfulness dimensions and the whole degree of mindfulness, between some the need for cognition dimensions and the whole degree of need for cognition, between some academic engagement dimensions and the whole degree of academic engagement. Moreover, the results indicated that there was possibility of predicting the whole degree of the academic engagement through some mindfulness dimensions (observation, description, behaving with awareness and lack of interaction with the internal experiences), need for cognition dimensions (cognitive depth, cognitive persistence and cognitive confidence) of higher studies students in faculty of education. Moreover, the results showed that there is a statistically significant difference (males and females) in the follow up measurement (observation, inability to make sound judgments on the internal experiences) and the whole degree of the mindfulness in favor of females, there is no a statistically significant difference for gender in the following dimensions (description, behaving with awareness and the lack of interaction with the internal experiences). In addition, results indicated that there is no a statically significant difference for gender (males- females) in need for cognition dimensions (cognitive depth, cognitive persistence and cognitive confidence) and the whole degree of need for cognition. The results showed that there is no a statistically significant for gender (males- females) in academic engagement dimensions (cognitive engagement, behavioral engagement, emotional engagement) and the whole degree of academic engagement. Consequently the research results submitted some educational recommendations and suggestions.
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