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...
Autores principales: | , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
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Frontiers Media S.A.
2023
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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. |
format | Online Article Text |
id | pubmed-9868755 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2023 |
publisher | Frontiers Media S.A. |
record_format | MEDLINE/PubMed |
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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