The Effect of Participation Motivation on Subjective Well-being among Chinese Calligraphy: Mediating Effect of Speciality Identity and Learning Flow

다국어 초록 (Multilingual Abstract)

This study focuses on the effects of participate motivation on subjective well-being and the mediating effects of learning flow and speciality identity. In order to reflect scientific rigor, a large number of literature studies were first conducted on each variable and the relationship between them. Meanwhile, in order to scientifically validate the research model and established hypotheses, undergraduate students majoring in calligraphy from three universities in Hunan Province, China, were selected as the respondents of the questionnaire survey. The questionnaires were distributed and collected through the Questionnaire Star platform. After analyzing the collected valid data, the influential relationship between the variables was determined and the mediating effect was verified. The results of the analysis are as follows. First, participation motivation has a significant effect on subjective well-being. Second, participate motivation has a significant effect on speciality identity. Third, speciality identity has a significant effect on subjective well-being. Fourth, participation motivation has a significant effect on learning flow. Fifth, learning flow has a significant effect on subjective well-being. Sixth, participation motivation has a significant effect on subjective well-being through speciality identity, which has a mediating role. Seventh, participation motivation has a significant effect on subjective well-being through learning flow, in which learning flow plays a mediating role. Based on the above findings, this study draws the following insights. Colleges and universities should firstly strengthen the attention to students' mental health, and teachers should combine students' own characteristics and use appropriate ways to stimulate their participation motivation, improve students' enthusiasm for participating in activities, and solve the difficulties encountered by students in a timely and reasonable manner, so as to achieve the purpose of enhancing subjective well-being. Cultivate students' active learning attitudes, educate students to use reasonable learning strategies and available learning resources to improve their learning flow level, and promote the improvement of students' subjective well-being. To attract students' interest in the calligraphy profession by giving full play to the characteristics of the profession. Thus increasing their speciality identity and improving their subjective well-being. Keywords: Participation Motivation, Learning Flow, Subjective Well-being, Speciality Identity

목차 (Table of Contents)

• Ⅰ. Introduction 1
• 1. Research Background 1
• 2. Research Purpose 10
• 3. Research Question 11
• Ⅱ. Theoretical Background 12
• 1. Participation motivation 12
• 1）Definition of participation motivation12
• 2）Dimensions of participation motivation 15
• 2. Subjective well-being 18
• 1) Definition of subjective well-being 18
• 2) Dimensions of subjective well-being21
• 3. Speciality identity 24
• 1) Definition of speciality identity 24
• 2) Dimensions of speciality identity 28
• 4. Learning flow 31
• 1) Definition of learning flow 31
• 2) Dimensions of learning flow 34
• 5. Relationship Between Variables 37
• 1) Participation motivation and subjective well-being 37
• 2) Participation motivation and speciality identity39
• 3) Participate motivation and learning flow 41
• 4) Speciality identity and subjective well-being42
• 5) Learning flow and subjective well-being 44
• 6) The mediating effect of speciality identity 46
• 7) The mediating effect of learning flow 48
• Ⅲ. Research Methods 51
• 1. Research Model and Hypothesis 51
• 2. Hypothesis 52
• 3. Research Participants52
• 4. Research Procedures 53
• 5. Research Instruments55
• 1) Participation motivation 55
• 2) Subjective well-being 56
• 3) Speciality identity 57
• 4) Learning flow 58
• Ⅳ. Research Results61
• 1. Descriptive Statistical Analysis 61
• 2. Correlation Analysis 63
• 3. Common Method Test 66
• 4. Validity Test68
• 1）Confirmatory Factor Analysis of Subjective Well-being68
• 2) Confirmatory Factor Analysis of Participation Motivation 74
• 3) Confirmatory Factor Analysis of Learning Flow 78
• 4) Confirmatory Factor Analysis of Speciality Identity 82
• 5. Research Hypothesis Testing86
• 1）Structural Equation Model 88
• 2）Mediating Effect Test90
• 6. Results of Hypothesis Testing 92
• Ⅴ.Conclusion and Suggestions 93
• 1. Research Summary 93
• 2. Discussion and Conclusion 94
• 3. Limitations and Suggestions 97
• Reference 100
• Appendix 123
• 국문초록 131