Jiang Yujun, Liu Huying, Ouyang Zhiqun, Xie Meng, Wei Shihang
School of Language and Culture, Swan College, Central South University of Forestry and Technology, Changsha, China.
School of Foreign Languages, Hunan International Economics University, Changsha, China.
PLoS One. 2024 Dec 31;19(12):e0312338. doi: 10.1371/journal.pone.0312338. eCollection 2024.
Previous research may have focused more on the direct rather than indirect effects of psychological characteristics on student success. This study explored the mediating effect of psychological sense of community and the moderating effect of growth mindset on the impacts of institutional integrity and perceived teacher support on student thriving in academic, interpersonal, and psychological domains. The hypothesized research model was proposed based on the Thriving Model, and the study was carried out in the setting of private universities in China. This study employed a partial least squares structural equation modeling (PLS-SEM) approach, obtaining a total of 1792 valid questionnaire responses through an online survey. The research highlights that psychological sense of community plays a crucial role in mediating the impact of institutional integrity and perceived teacher support on student thriving. In addition, it was found that growth mindset positively moderates the impact of institutional integrity and perceived teacher support on student thriving. Some implications and recommendations for teachers, administrators, and researchers in relevant fields were provided.
以往的研究可能更多地关注心理特征对学生学业成就的直接影响，而非间接影响。本研究探讨了心理社区感的中介作用，以及成长型思维对机构诚信和感知到的教师支持对学生在学业、人际和心理领域蓬勃发展的影响的调节作用。基于蓬勃发展模型提出了假设的研究模型，并在中国私立大学的背景下开展了这项研究。本研究采用偏最小二乘结构方程建模（PLS-SEM）方法，通过在线调查共获得1792份有效问卷回复。研究强调，心理社区感在中介机构诚信和感知到的教师支持对学生蓬勃发展的影响方面起着关键作用。此外，研究发现成长型思维对机构诚信和感知到的教师支持对学生蓬勃发展的影响具有正向调节作用。为相关领域的教师、管理人员和研究人员提供了一些启示和建议。
