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Zhang H. Psychological wellbeing in Chinese university students: insights into the influences of academic self-concept, teacher support, and student engagement. Front Psychol 2024; 14:1336682. [PMID: 38292520 PMCID: PMC10824945 DOI: 10.3389/fpsyg.2023.1336682] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/11/2023] [Accepted: 12/27/2023] [Indexed: 02/01/2024] Open
Abstract
Objective This study investigates the complex interplay between academic self-concept, teacher support, student engagement, and psychological wellbeing among Chinese university students. We aimed to elucidate the mediating role of student engagement in these relationships. Methods A sample of 597 Chinese undergraduate students from diverse universities participated in the study. We employed structured questionnaires to assess academic self-concept, teacher support, student engagement, and psychological wellbeing. Confirmatory factor analyses and structural equation modeling were used to test our hypothesized model. Results Structural equation modeling indicated that the partial mediation model, which considered both direct and indirect effects, outperformed full mediation and direct effect models. Student engagement significantly mediated the relationships between academic self-concept, teacher support, and psychological wellbeing. Importantly, teacher support demonstrated a direct impact on psychological wellbeing, even when accounting for the mediating role of student engagement. Conclusion This study underscores the pivotal role of student engagement as a mediator in the relationship between academic self-concept, teacher support, and psychological wellbeing among Chinese university students. While student engagement plays a substantial mediating role, our findings also recognize the persistent direct influence of teacher support on psychological wellbeing. These insights have implications for educators and policymakers aiming to enhance the wellbeing of university students by fostering positive academic self-concept and teacher support while recognizing the importance of student engagement.
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Affiliation(s)
- Hua Zhang
- College of Educational Science, Nanyang Normal University, Nanyang, China
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Zhang M, Xu X, Jiang J, Ji Y, Yang R, Liu Q, Li S, Li Y, Liu Q. The association between physical activity and subjective well-being among adolescents in southwest China by parental absence: a moderated mediation model. BMC Psychiatry 2023; 23:493. [PMID: 37430260 DOI: 10.1186/s12888-023-04982-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/30/2023] [Accepted: 06/22/2023] [Indexed: 07/12/2023] Open
Abstract
OBJECTIVES Built on the Positive Youth Development (PYD) framework, this study examined how physical activity affected the subjective well-being of adolescents in the multi-ethnic area of southwest China. The mediating role of school connectedness as an external development asset and the moderating role of resilience as an internal development asset were specified and tested within the framework of sport-based PYD. METHODS A cross-sectional survey of 3143 adolescents (47.2% boys with mean age = 12.88 and SD = 1.68) was conducted in 2020. A structural equation model (SEM) was developed to estimate the direct effect of physical activity, the mediating effect of school connectedness, and the moderating effect of resilience on adolescents' subjective well-being. Multi-group comparison was made to investigate differences and similarities across three parental absence subgroups: (1) both parents present, (2) one parent absent, and (3) both parents absent. RESULTS As surmised, physical activity, school connectedness, and resilience all positively and significantly affected adolescents' subjective well-being. SEM analyses revealed that school connectedness mediated the effect of physical activity on subjective well-being. Moreover, resilience moderated both the direct and indirect effects of physical activity (through school connectedness) on subjective well-being. Finally, the multi-group comparison revealed a moderating effect of parental absence on the moderated mediation model. LIMITATIONS This study is a cross-sectional survey, so inference of causal associations among the study variables is impossible. CONCLUSIONS Healthy lifestyle behaviors, school-supportive settings, and positive individual development assets can enhance the subjective well-being of adolescents in southwest China, especially those whose parents were absent. Physical activity interventions informed by the PYD framework should be incorporated into public health programs designed to foster the physical and mental health of left-behind adolescents in southwest China.
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Affiliation(s)
- Ming Zhang
- Department of Health Behavior and Social Medicine, West China School of Public Health and West, Research Center for Palliative Care, China Fourth Hospital, West China-PUMC C.C. Chen Institute of Health, Sichuan University, Chengdu, P.R. China
| | - Xiaohe Xu
- Department of Sociology, University of Texas at San Antonio, San Antonio, USA
- Department of Sociology and Psychology, School of Public Administration, Sichuan University, Chengdu, P.R. China
| | - Jianjun Jiang
- Department of Palliative Care, West China School of Public Health and West, Research Center for Palliative Care, China Fourth Hospital, West China-PUMC C.C. Chen Institute of Health, Sichuan University, Chengdu, P.R. China
| | - Yuanyi Ji
- Nosocomial Infection Management Department, West China School of Public Health and West China Fourth Hospital, Sichuan University, Sichuan, Chengdu, P.R. China
| | - Ruixi Yang
- Department of Health Behavior and Social Medicine, West China School of Public Health and West, Research Center for Palliative Care, China Fourth Hospital, West China-PUMC C.C. Chen Institute of Health, Sichuan University, Chengdu, P.R. China
| | - Qijiao Liu
- Department of Health Behavior and Social Medicine, West China School of Public Health and West, Research Center for Palliative Care, China Fourth Hospital, West China-PUMC C.C. Chen Institute of Health, Sichuan University, Chengdu, P.R. China
| | - Shiying Li
- Department of Sociology and Psychology, School of Public Administration, Sichuan University, Chengdu, P.R. China
| | - Yuchen Li
- Mental Health Center, West China Hospital of Sichuan University, Chengdu, P.R. China
| | - Qiaolan Liu
- Department of Health Behavior and Social Medicine, West China School of Public Health and West, Research Center for Palliative Care, China Fourth Hospital, West China-PUMC C.C. Chen Institute of Health, Sichuan University, Chengdu, P.R. China.
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Effects of Physical Education Playfulness on Academic Grit and Attitude toward Physical Education in Middle School Students in The Republic of Korea. Healthcare (Basel) 2023; 11:healthcare11050774. [PMID: 36900779 PMCID: PMC10001030 DOI: 10.3390/healthcare11050774] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/18/2023] [Revised: 02/28/2023] [Accepted: 03/01/2023] [Indexed: 03/08/2023] Open
Abstract
The purpose of this study was to explore the effect of playability in secondary physical education classes in Korea on academic grit and attitudes toward physical education. A total of 296 middle school students located in Seoul and Gyeonggi-do, Korea were surveyed via simple random sampling. Data were analyzed via descriptive statistical analysis, confirmatory factor analysis, reliability analysis, correlation analysis, and standard multiple regression analysis. Three primary results were obtained. First, playfulness was found to have a significant positive effect on academic grit. Specifically, mental spontaneity positively and significantly affected academic passion (β = 0.400), academic perseverance (β = 0.298), and consistency of academic interest (β = 0.297). Additionally, among the sub-variables of playfulness, humorous perspective was found to have a positive significant effect on maintaining consistency of academic interest (β = 0.255). The second primary finding was that playfulness had a significant positive effect on classroom attitudes to physical education. Specifically, physical animation and emotional fluidity were found to positively and significantly affect basic attitudes (β = 0.290 and 0.330, respectively) and social attitudes (β = 0.398 and 0.297, respectively). Third, academic grit was found to have a significant positive effect on PE classroom attitudes. Specifically, academic passion was found to have a positive and significant effect on basic attitudes (β = 0.427) and social attitude (β = 0.358). The results imply that attitude toward school life can be improved through physical activity in secondary physical education classes.
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Xu J, Ba Y. Coping With Students' Stress and Burnout: Learners' Ambiguity of Tolerance. Front Psychol 2022; 13:842113. [PMID: 35250783 PMCID: PMC8891492 DOI: 10.3389/fpsyg.2022.842113] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/23/2021] [Accepted: 01/14/2022] [Indexed: 11/13/2022] Open
Abstract
In the learning milieu, academic stress is deemed as the most general mental condition that learners encounter throughout their educational process, and it has been viewed as one of the most central issues not only in general education but also specifically in language learning. Likewise, burnout has been the main point in this situation. The comprehensive sources of stress and the reasons for burnout are pinpointed in the literature so realizing their association with other aspects such as coping strategies, namely tolerance of uncertainty, are at the center of attention as it may help reduce burnout and decrease the level of stress. To this end, the goal of the present study is to prove the influence of the tolerance of ambiguity in explaining the role of stress and burnout. Briefly, some implications are set forth for the educational stakeholders.
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Affiliation(s)
- Jian Xu
- School of Marxism, Dalian Maritime University, Dalian, China
| | - Ying Ba
- School of Marxism, Dalian University of Technology, Dalian, China
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Dong Y, Xu J. The Role of EFL Teachers' Optimism and Commitment in Their Work Engagement: A Theoretical Review. Front Psychol 2022; 12:830402. [PMID: 35185712 PMCID: PMC8851313 DOI: 10.3389/fpsyg.2021.830402] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/07/2021] [Accepted: 12/29/2021] [Indexed: 11/13/2022] Open
Abstract
Teachers' emotional states such as optimism and commitment have long been approved influential in second/foreign language education. Although many correlational investigations have been conducted on teacher optimism and commitment, their interaction and kinship with teachers' work engagement have been largely ignored in the literature. Considering this situation, the present mini-review aims to present the theoretical underpinnings, definitions, dimensions, and conceptualizations of these three important variables taken from positive psychology. Moreover, the present review can offer a number of practical implications for EFL teachers, teacher educators, program designers, school principals, and L2 researchers, and raise their awareness of the impact of inner emotions on teachers' academic performance. Finally, research gaps and future directions are provided for eager researchers to run similar and complementary studies in EFL contexts.
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Affiliation(s)
- Yan Dong
- School of Foreign Languages, Chaohu University, Chaohu, China
| | - Jieping Xu
- School of Foreign Languages, Chaohu University, Chaohu, China
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Song K. Well-Being of Teachers: The Role of Efficacy of Teachers and Academic Optimism. Front Psychol 2022; 12:831972. [PMID: 35153944 PMCID: PMC8825852 DOI: 10.3389/fpsyg.2021.831972] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/09/2021] [Accepted: 12/24/2021] [Indexed: 11/18/2022] Open
Abstract
In previous decades, the well-being of teachers has been at the center of the attention of researchers in several practical investigations on various subjects such as language learning. The objective of this review is to clarify this construct and add new information on the predominance of the well-being of teachers and organize factors impacting it. Nevertheless, among factors influencing the levels of well-being, the focus of this review is on two constructs, namely, optimism “as a new concept in positive psychology,” societal theory, and collective school assets in education, and efficacy of teachers as an individual source in teachers. This review tries to focus on the eminent role of teacher efficacy and optimism in the process of education and also clarify their consequences on the well-being of teachers. In a nutshell, this review can provide implications for language teaching participants in the academic context.
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Affiliation(s)
- Kuo Song
- Center for Faculty Development, Harbin University, Harbin, China
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Xue Y. The Role of EFL Teachers' Self-Efficacy and Emotional Resilience in Appraisal of Learners' Success. Front Psychol 2022; 12:817388. [PMID: 35058866 PMCID: PMC8763856 DOI: 10.3389/fpsyg.2021.817388] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/18/2021] [Accepted: 12/10/2021] [Indexed: 11/28/2022] Open
Abstract
Different elements in education should be taken into account in the development of education which affects learners' success. Educators are one of the main elements of any educational program, primarily in mainstream education, and there is considerable research recognizing this and the fact that educators have a significant effect on learners' success. Therefore, education can be enhanced simply by enhancing educators' effectiveness. Moreover, because of the importance of educators' factors, many researchers have emphasized educator attributes over the last 20 years. In an attempt to better explain the interaction between educator-related concepts in the setting of English as a Foreign Language (EFL), educator self-efficacy has a significant impact on the educators' everyday lives as well as on their learners and is regarded as an important factor in successful education and instruction. Furthermore, as one of the characteristics, teacher resilience is a multifaceted and developmental concept that has newly captured the interest of some scholars, specifically in the last 20 years, allowing educators not only to face difficult situations to survive but also to recover and prosper. To this end, the current review tries to emphasize these two significant factors in regulating learners' success. Corresponding to this review, some suggestions for further research are provided and pedagogical implications are proposed.
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Affiliation(s)
- Yuxiu Xue
- School of Foreign Languages, Yancheng Institute of Technology, Yancheng, China
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Yu M, Wang H, Xia G. The Review on the Role of Ambiguity of Tolerance and Resilience on Students' Engagement. Front Psychol 2022; 12:828894. [PMID: 35095705 PMCID: PMC8792790 DOI: 10.3389/fpsyg.2021.828894] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/04/2021] [Accepted: 12/21/2021] [Indexed: 11/13/2022] Open
Abstract
Due to the arrival of positive psychology (PP) in the development of teaching, the construct of engagement has been thrived and got a notable function in the educational arena. Alternatively, numerous individual differences, containing ambiguity of tolerance, have been taken into consideration as a result of the key role they can play in the process of learning, and thus, on different facets of the learners' engagement. Furthermore, resilience is recommended to be an alternate and effective way of engaging English as a foreign language (EFL) learners. Also, it is a significant feature of the human adaptation system in which students can efficaciously manage and tackle stressful involvements despite their troubles and disasters. Given the eminence of both ambiguity tolerance and resilience in educational settings and the fact that little attention has been given to these constructs in foreign language learning, the present review makes an effort to scrutinize the impact of ambiguity of tolerance and resilience on EFL learners' engagement. Succinctly, the fundamental roles of ambiguity tolerance and resilience in learners' engagement were confirmed, and consistent with the conclusions drawn from the present review, some suggestions are set forth concerning the implications of this paper.
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Affiliation(s)
- Miao Yu
- College of Teacher Education, Baoding University, Baoding, China
| | - Hongliang Wang
- College of Artificial Intelligence, Baoding University, Baoding, China
| | - Guoping Xia
- School of Humanities and Social Sciences, Beijing Institute of Technology, Beijing, China
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