The Influence of Self-directed Learning Ability on Subjective Well-Being among Chinese Calligraphy Majors: Mediating Effect of Learning Engagement and Moderating Effect of Social Support

다국어 초록 (Multilingual Abstract)

The study of Chinese calligraphy education is an essential component of the higher arts education system, playing a significant role in promoting traditional Chinese culture and enhancing students' artistic literacy. This paper aims to explore the influence mechanism of self-directed learning ability on the subjective well-being of college students majoring in calligraphy, focusing on the mediating role of learning engagement and the moderating effect of social support. The goal is to provide theoretical support and practical recommendations for the mental health and comprehensive development of calligraphy majors. To achieve these research objectives, this study conducted a survey of 604 undergraduate calligraphy majors from 13 universities in Shandong Province. The study analyzed the current states and interrelationships of self-directed learning ability, learning engagement, social support, and subjective well-being. A research model was constructed with self-directed learning ability as the independent variable, learning engagement as the mediating variable, social support as the moderating variable, and subjective well-being as the dependent variable, and five research hypotheses were proposed. Descriptive statistics, variance analysis, correlation analysis, structural equation modeling, and moderation effect analysis were performed on the data using SPSS 26.0 and AMOS 24.0 software. The findings reveal that: first, self-directed learning ability has a significant positive impact on subjective well-being, indicating that enhancing self-directed learning ability is an essential way to improve students' subjective well-being. Second, learning engagement plays a partial mediating role between self-directed learning ability and subjective well-being, suggesting that improvements in self-directed learning ability further enhance students' subjective well-being by promoting learning engagement. Third, social support significantly moderates the impact of self-directed learning ability on subjective well-being, demonstrating that social support can strengthen the positive effect of self-directed learning ability on subjective well-being. In summary, this study confirms the positive effects of self-directed learning ability, learning engagement, and social support on the subjective well-being of calligraphy majors, filling a research gap on the influence mechanism of self-directed learning ability on subjective well-being. The findings provide theoretical evidence and practical guidance for enhancing the well-being of calligraphy majors, emphasizing the importance of integrating internal factors and external support in educational practices to holistically improve the mental health and life satisfaction of calligraphy students. Additionally, this study recommends that educators focus on cultivating students' self-directed learning abilities, stimulating their learning motivation, and providing multi-faceted social support to create a more positive learning environment, thereby effectively improving students' subjective well-being and overall quality of life. Keywords: Calligraphy major, Self-directed learning ability, Subjective well-being, Learning engagement, Social support

목차 (Table of Contents)

• Abstract ⅳ
• . IntroductionⅠ 1
• 1. Research Background 1
• 2. Research Purpose 6
• 3. Research Question 6
• 4. Definitions of Terms 7
• 1 Self-Directed Learning Ability） 7
• 2) Subjective Well-Being 7
• 3) Learning Engagement 8
• 4 Social Support） 8
• . Theoretical BackgroundⅡ 10
• 1. Current State of Chinese Calligraphy Education 10
• 2. Self-directed Learning Ability 14
• 1) Definition 14
• 2) Dimensions 19
• 3. Subjective Well-being 24
• 1) Definition 24
• 2) Dimensions 29
• 4. Learning Engagement 3
• 1) Definition 3
• 2) Dimensions 37
• 5. Social Support 40
• 1) Definition 40
• 2) Dimensions 4
• 6. Relationships Between Variables 48
• 1 Relationship Between Self-directed Learning Ability and）
• Subjective Well-being 48
• 2 Relationship Between Self-Directed Learning Ability and）
• Learning Engagement 50
• 3 Relationship Between Self-Directed Learning Ability and）
• Social Support 52
• 4 Relationship Between Subjective Well-being and Social）
• Support 54
• 5 Relationship Between Subjective Well-Being and Learning）
• Engagement 56
• 6 Mediating Effect of Learning Engagement） 58
• 7 Moderating Effect of Social Support ） 61
• . Research MethodⅢ 63
• 1. Research Model 63
• 2. Research Hypotheses 64
• 3. Research Object 65
• 4. Research Process 66
• 5. Measurement Tools 67
• 1 Self-Directed Learning Ability Scale） 68
• 2 Subjective Well-Being Scale） 69
• 3 Learning Engagement Scale） 70
• 4 Social Support Scale） 71
• 5 Validity Analysis ） 73
• 6. Data Analysis 90
• IV. Research Results 92
• 1. Descriptive Analysis 92
• 2. Correlation Analysis 94
• 3. Difference Analysis 97
• 1) Gender 97
• 2) Grade 98
• 4. Structural Equation Model 101
• 1) Model Fit 101
• 2) Path analysis 104
• 5. Mediation Effect Test 107
• 6. Moderation Effect Test 108
• 7. Results of Hypothesis Testing 10
• V. Conclusions 111
• 1. Summary 111
• 2. Discussions and Conclusion 13
• 1 Difference Analysis Result） 13
• 2 Relationship Between Variables） 16
• 3) The Mediating Effect of Learning Engagement 19
• 4) The Moderating Effect of Social Support 12
• 5) Conclusion 122
• 3. Suggestions and Limitations 124
• 1 Suggestions） 124
• 2 Limitations） 126
• References 128
• Appendix 154
• 국문초록 163