Relationship between perceived social support and university students’ academic engagement in Shanxi, China: the chain mediating effect of academic buoyancy and academic emotion, the moderating effect of proactive personality
คำสำคัญ:
Perceived social support, Academic buoyancy, Academic emotion, Proactive personality, Academic engagementบทคัดย่อ
This study takes perceived social support as independent variable, academic buoyancy and academic emotion as mediator variables, and proactive personality as moderator variable, academic engagement as dependent variable. Based on the quantitative data of 445 and qualitative data of 20 university students in Shanxi Province, China, the method of questionnaire survey to analyze the relationship of variables and verify the research hypothesis and theoretical conceptual framework.
The research results show that: (1) Perceived social support has positive predictive effect on academic engagement; (2) Perceived social support has positive predictive effect on academic buoyancy; (3) Academic buoyancy has positive predictive effect on academic engagement; (4) Perceived social support has positive predictive effect on academic emotion; (5) Academic emotion has positive predictive effect on academic engagement; (6) Academic buoyancy and academic emotion have chain mediating effect between perceived social support and academic engagement; (7) Proactive personality has moderating effect between perceived social support and academic engagement; (8) Proactive personality has no moderating effect between academic emotion and academic engagement. Finally, some recommendations are made.
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บทความทุกเรื่องได้รับการตรวจพิจารณาทางวิชาการโดยผู้ทรงคุณวุฒิที่มีประสบการณ์และมีความเชี่ยวชาญตรงตามสาขาของบทความ ซึ่งผู้เขียนต้องแก้ไขตามคำแนะนำของผู้ทรงคุณวุฒิภายในระยะเวลาที่กำหนด หากไม่เป็นไปตามกำหนดกองบรรณาธิการขอสงวนสิทธิ์และยกเลิกการตีพิมพ์โดยจะแจ้งให้ทราบต่อไป
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