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      Psychological wellbeing in Chinese university students: insights into the influences of academic self-concept, teacher support, and student engagement

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          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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          Most cited references131

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                Author and article information

                Contributors
                Hua Zhang: URI : http://loop.frontiersin.org/people/2573493/overviewRole: Role: Role: Role: Role: Role: Role: Role: Role: Role: Role: Role: Role: Role:
                Journal
                Journal ID (nlm-ta): Front Psychol
                Journal ID (iso-abbrev): Front Psychol
                Journal ID (publisher-id): Front. Psychol.
                Title: Frontiers in Psychology
                Publisher: Frontiers Media S.A.
                ISSN (Electronic): 1664-1078
                Publication date (Electronic): 16 January 2024
                Publication date Collection: 2023
                Volume: 14
                Electronic Location Identifier: 1336682
                Affiliations
                College of Educational Science, Nanyang Normal University , Nanyang, China
                Author notes

                Edited by: Elsa Vitale, Bari Local Health Authority, Italy

                Reviewed by: Ana Maria Gonzalez Martin, University of the Middle Atlantic, Spain

                Devi Prabha Alva, St. Agnes College (Autonomous), India

                *Correspondence: Hua Zhang, huazhang826@ 123456nynu.edu.cn
                Article
                DOI: 10.3389/fpsyg.2023.1336682
                PMC ID: 10824945
                PubMed ID: 38292520
                SO-VID: b9568bde-4ab7-472f-bb76-5549a207c7f6
                Copyright © Copyright © 2024 Zhang.
                License:

                This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

                History
                Date received : 11 November 2023
                Date accepted : 27 December 2023
                Page count
                Figures: 1, Tables: 4, Equations: 0, References: 131, Pages: 15, Words: 13631
                Funding
                The author(s) declare that no financial support was received for the research, authorship, and/or publication of this article.
                Categories
                Subject: Psychology
                Subject: Original Research
                Custom metadata
                section-at-acceptance Positive Psychology

                ScienceOpen disciplines: Clinical Psychology & Psychiatry
                Keywords: academic self-concept,teacher support,student engagement,psychological wellbeing,university students,mediation analysis justified
                Data availability:
                ScienceOpen disciplines: Clinical Psychology & Psychiatry
                Keywords: academic self-concept, teacher support, student engagement, psychological wellbeing, university students, mediation analysis justified

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