A Study on the Influence of Emotional Intelligence on Academic Satisfaction Among Chinese College Students: The Mediating Effects of Self-efficacy and Learning Engagement and the Moderating Effect of Social Support

다국어 초록 (Multilingual Abstract)

This study endeavors to delve into the intricate mechanisms through which emotional intelligence influences academic satisfaction among Chinese college students. It particularly scrutinizes the mediation effects of self-efficacy and learning engagement, alongside the moderating influence of social support. The study developed hypotheses based on previous research on the relationship between the variables. To substantiate these hypotheses, a comprehensive questionnaire survey was conducted among a sample of 535 Chinese college students. Utilizing the gathered valid data, rigorous empirical analysis was conducted to test the influence relationships, mediating effects, and moderating effects among the variables. The results unveiled several significant findings: Firstly, emotional intelligence significantly impacts academic satisfaction among Chinese college students, a conclusion robustly supported by empirical evidence. Secondly, a notable positive correlation was observed between self-efficacy and academic satisfaction among this student cohort, also empirically verified. Thirdly, learning engagement emerged as a positive influence on academic satisfaction, a finding confirmed through empirical research. Fourthly, emotional intelligence demonstrated a significant relationship with self-efficacy, as evidenced through empirical analysis. Fifthly, a clear positive connection was also established between emotional intelligence and learning engagement among Chinese college students, supported by empirical research. Moreover, emotional intelligence was found to exert a mediating effect through self-efficacy, thereby positively affecting academic satisfaction. This mediating effect was thoroughly validated in the study. Similarly, emotional intelligence achieved a mediating effect through learning engagement, positively influencing academic satisfaction, a finding likewise empirically supported. Lastly, social support played a pivotal moderating role between emotional intelligence and academic satisfaction among Chinese college students. The significance of this study lies in its dual contribution: providing a theoretical foundation for understanding the factors influencing academic satisfaction among Chinese college students and offering practical guidance for improving their academic satisfaction. Specifically, to enhance the overall satisfaction of Chinese college students, efforts should prioritize bolstering their emotional intelligence, enhancing their self-efficacy, and fostering learning engagement. Additionally, at the policy level, bolstering social support can more effectively elevate academic satisfaction among Chinese college students. Keywords: emotional intelligence, academic satisfaction, self-efficacy, learning engagement, social support, Chinese college students

목차 (Table of Contents)

• Abstract ⅶ
• Ⅰ. Introduction 1
• 1. Research Background1
• 2. Research Purpose 5
• 3. Research Questions 5
• Ⅱ. Theoretical Background 7
• 1. The Current Situation of Academic Satisfaction Among Chinese
• College Students 7
• 2. Emotional Intelligence 10
• 1) Definition10
• 2) Dimension 12
• 3) Previous Research 15
• 3. Self-efficacy18
• 1) Definition18
• 2) Dimension 20
• 3) Previous Research 23
• 4. Learning Engagement 24
• 1) Definition24
• 2) Dimension 29
• 3) Previous Research 31
• 5. Social Support 34
• 1) Definition34
• 2) Dimension 38
• 3) Previous Research 41
• 6. Academic Satisfaction44
• 1) Definition44
• 2) Dimension 47
• 3) Previous Research 49
• 7. Relationship Between Variables 51
• 1) Emotional Intelligence and Academic Satisfaction 51
• 2) Emotional Intelligence and Self-efficacy54
• 3) Emotional Intelligence and Learning Engagement 55
• 4) Self-efficacy and Academic Satisfaction56
• 5) Learning Engagement and Academic Satisfaction 58
• 6) The Mediating Effect of Self-efficacy Between Emotional
• Intelligence and Academic Satisfaction61
• 7) The Mediating Effect of Learning Engagement Between
• Emotional Intelligence and Academic Satisfaction63
• 8) The Moderating Effect of Social Support Between Emotional
• Intelligence and Academic Satisfaction64
• Ⅲ. Research Method68
• 1. Research Model68
• 2. Research Hypothesis69
• 3. Research Participants 70
• 4. Research Procedures73
• 5. Research Tools 75
• 1) Emotional Intelligence Scale 75
• 2) Self-efficacy Scale 76
• 3) Learning Engagement Scale 76
• 4) Social Support Scale 78
• 5) Academic Satisfaction Scale 78
• 6) Reliability Analysis 79
• 7) Validity 85
• 6. Data Analysis 99
• Ⅳ. Research Results 101
• 1. Descriptive Statistical Analysis 101
• 2. Correlation Analysis 103
• 3. Difference Analysis109
• 1）Gender109
• 2）Grade 110
• 3）Major 111
• 4）Family Residence 113
• 5) Whether or not an Only Child 113
• 6) Father's Occupation114
• 7) Mother's Occupation 115
• 8) Whether or not a Student 117
• 9) Academic Performance 117
• 4. Regression Analysis 120
• 1）Regression Analysis of Variables on Academic Satisfaction 120
• 2）Regression Analysis of Emotional Intelligence on Academic
• Self-efficacy 121
• 3）Regression Aanalysis of Emotional Intelligence on Learning
• Engagement 121
• 5. Structural Equation Model Analysis 122
• 1）Model Fit122
• 2）Mediating Effect 123
• 3）Moderating Effect125
• 6. Results of Hypothesis Testing127
• Ⅴ. Conclusion and Suggestions 128
• 1. Summary 128
• 2. Discussion 130
• 3. Conclusion 137
• 4. Limitation and Suggestions140
• References143
• Appendix166
• Korean Abstract174