Li Xinyu, Kuo Yi-Lung, Huggins Thomas J
Great Ormond Street Institute of Child Health, University College London, London, United Kingdom.
Applied Psychology Programme, Department of Life Sciences, BNU-HKBU United International College, Zhuhai, China.
Front Psychol. 2024 Oct 10;15:1450788. doi: 10.3389/fpsyg.2024.1450788. eCollection 2024.
This study examined the interplay between perceived feedback (PF), subjective wellbeing (SWB), and students' sense of belonging to school (SBS). School belonging is a key factor for decisions regarding academic studies, and is usually impacted by PF. The current study explored whether SWB mediates the established relationship between PF and SBS.
This was achieved by applying a mediation model to PISA 2018 data from 12,058 students in four areas of China.
Perceived feedback positively affected students' SBS ( = 0.26, < 0.01); and that SWB partially mediated this relationship between PF and SBS ( = 0.47, < 0.01).
The findings of this study have the potential to contribute to the existing literature on educational psychology and well-being. By shedding light on the mediating role of SWB, the research offers practical implications for educators and policymakers seeking to enhance students' school belonging and other implications for their academic success. Further research can contribute to this promising area, by focusing on subjective wellbeing and its impact on a range of decisions being made by students during a critical phase of their personal and academic development.
本研究考察了感知反馈（PF）、主观幸福感（SWB）与学生的学校归属感（SBS）之间的相互作用。学校归属感是影响学业决策的关键因素，通常会受到感知反馈的影响。本研究探讨主观幸福感是否在感知反馈与学校归属感之间的既定关系中起中介作用。
通过对来自中国四个地区的12058名学生的2018年国际学生评估项目（PISA）数据应用中介模型来实现这一目的。
感知反馈对学生的学校归属感有积极影响（β = 0.26，p < 0.01）；主观幸福感部分中介了感知反馈与学校归属感之间的这种关系（β = 0.47，p < 0.01）。
本研究的结果有可能为现有的教育心理学和幸福感文献做出贡献。通过揭示主观幸福感的中介作用，该研究为寻求增强学生学校归属感的教育工作者和政策制定者提供了实际意义，以及对学生学业成功的其他意义。进一步的研究可以通过关注主观幸福感及其对学生在个人和学业发展关键阶段所做一系列决策的影响，为这一有前景的领域做出贡献。
