The influence of family socio-economic status on learning engagement of college students majoring in preschool education: The mediating role of parental autonomy support and the moderating effect of psychological capital

OBJECTIVE: To explore the relationship between family socio-economic status and learning engagement of college students majoring in preschool education, as well as the mediating role of parental autonomy support and the moderating role of psychological capital. METHODS: A sample of 986 college stude...

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Autores principales: Qiu, Yuan, Ye, Pingzhi
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2023
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9868755/
https://www.ncbi.nlm.nih.gov/pubmed/36698604
http://dx.doi.org/10.3389/fpsyg.2022.1081608
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author Qiu, Yuan
Ye, Pingzhi
author_facet Qiu, Yuan
Ye, Pingzhi
author_sort Qiu, Yuan
collection PubMed
description OBJECTIVE: To explore the relationship between family socio-economic status and learning engagement of college students majoring in preschool education, as well as the mediating role of parental autonomy support and the moderating role of psychological capital. METHODS: A sample of 986 college students majoring in preschool education from Guangdong Province and Jiangxi Province were investigated by family socio-economic status questionnaire, learning engagement questionnaire, parental autonomy support questionnaire and psychological capital questionnaire. RESULTS: First, there was a significant positive correlation between family socio-economic status and learning engagement (β = 0.09, p < 0.05). Second, parental autonomy support played a completely mediating role between family socio-economic status and learning engagement (β = 0.05, p < 0.01). Third, the relationship between parental autonomy support and learning engagement was moderated by psychological capital, and students with high psychological capital had higher learning engagement (β = 0.24, p < 0.001). CONCLUSION: Family socio-economic status could directly affect learning engagement, and could also indirectly affect learning engagement through psychological capital level moderating parental autonomy support. Our findings highlight the importance of creating an autonomous supportive family environment and focusing on the learning of students from low socio-economic status. Meanwhile, stimulating students’ psychological capital should be regarded as a part of education and teaching.
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spelling pubmed-98687552023-01-24 The influence of family socio-economic status on learning engagement of college students majoring in preschool education: The mediating role of parental autonomy support and the moderating effect of psychological capital Qiu, Yuan Ye, Pingzhi Front Psychol Psychology OBJECTIVE: To explore the relationship between family socio-economic status and learning engagement of college students majoring in preschool education, as well as the mediating role of parental autonomy support and the moderating role of psychological capital. METHODS: A sample of 986 college students majoring in preschool education from Guangdong Province and Jiangxi Province were investigated by family socio-economic status questionnaire, learning engagement questionnaire, parental autonomy support questionnaire and psychological capital questionnaire. RESULTS: First, there was a significant positive correlation between family socio-economic status and learning engagement (β = 0.09, p < 0.05). Second, parental autonomy support played a completely mediating role between family socio-economic status and learning engagement (β = 0.05, p < 0.01). Third, the relationship between parental autonomy support and learning engagement was moderated by psychological capital, and students with high psychological capital had higher learning engagement (β = 0.24, p < 0.001). CONCLUSION: Family socio-economic status could directly affect learning engagement, and could also indirectly affect learning engagement through psychological capital level moderating parental autonomy support. Our findings highlight the importance of creating an autonomous supportive family environment and focusing on the learning of students from low socio-economic status. Meanwhile, stimulating students’ psychological capital should be regarded as a part of education and teaching. Frontiers Media S.A. 2023-01-09 /pmc/articles/PMC9868755/ /pubmed/36698604 http://dx.doi.org/10.3389/fpsyg.2022.1081608 Text en Copyright © 2023 Qiu and Ye. https://creativecommons.org/licenses/by/4.0/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.
spellingShingle Psychology
Qiu, Yuan
Ye, Pingzhi
The influence of family socio-economic status on learning engagement of college students majoring in preschool education: The mediating role of parental autonomy support and the moderating effect of psychological capital
title The influence of family socio-economic status on learning engagement of college students majoring in preschool education: The mediating role of parental autonomy support and the moderating effect of psychological capital
title_full The influence of family socio-economic status on learning engagement of college students majoring in preschool education: The mediating role of parental autonomy support and the moderating effect of psychological capital
title_fullStr The influence of family socio-economic status on learning engagement of college students majoring in preschool education: The mediating role of parental autonomy support and the moderating effect of psychological capital
title_full_unstemmed The influence of family socio-economic status on learning engagement of college students majoring in preschool education: The mediating role of parental autonomy support and the moderating effect of psychological capital
title_short The influence of family socio-economic status on learning engagement of college students majoring in preschool education: The mediating role of parental autonomy support and the moderating effect of psychological capital
title_sort influence of family socio-economic status on learning engagement of college students majoring in preschool education: the mediating role of parental autonomy support and the moderating effect of psychological capital
topic Psychology
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9868755/
https://www.ncbi.nlm.nih.gov/pubmed/36698604
http://dx.doi.org/10.3389/fpsyg.2022.1081608
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