A Study on the Mediating Effects of Learning Motivation and Self-efficacy between Peer Support and Positive Psychological Qualities in Chinese Calligraphy Liberal Arts Courses

다국어 초록 (Multilingual Abstract)

The purpose of this study was to explore the Mediating Effects of Learning Motivation and Self-efficacy between Peer Support and Positive Psychological Qualities in Chinese Calligraphy Liberal Arts Courses. The research subjects are freshmen and sophomores from four universities in eastern China's Shandong Province, western China's Shaanxi Province, southern China's Zhejiang Province, and northern China's Heilongjiang Province, aiming to ensure the breadth and representativeness of the data. A total of 1200 questionnaires were distributed online and 1165 questionnaires were returned, with a recovery rate of 97%. After organizing the questionnaires, 109 invalid questionnaires were deleted, leaving 1056 valid questionnaires, with an effective rate of 90%. Descriptive statistics, one-way ANOVA, correlation analysis, and multiple regression analysis were conducted using SPSS 26.0 statistical software. A structural equation model was established using AMOS 24.0 software to analyze path coefficients and mediation effects. The survey results are as follows. First, peer support, motivation to learn, self-efficacy, and positive psychological qualities differed significantly in terms of gender, whether or not they were born alone, place of birth, grade level, and major. Second, there is a significant correlation between peer support, motivation to learn, self-efficacy and positive psychological quality. Peer support, motivation to learn, and self-efficacy have a positive effect on positive psychological qualities. Thirdly, learning motivation and self-efficacy mediate the relationship between peer support and positive mindfulness among college students. Peer support in the college students' calligraphy aesthetic education program not only directly affects positive heart quality, but also indirectly affects positive heart quality through learning motivation and self-efficacy. This study is based on an in-depth study of the relationship between peer support, learning motivation, self-efficacy, and positive psychological qualities in calligraphy aesthetic education liberal arts course for Chinese college students. The following comprehensive suggestions are proposed to promote the comprehensive development of college students. Firstly, strengthen the peer support. Universities should increase interaction in calligraphy classes, organize exchange, exhibition, and seminar activities, establish calligraphy clubs, and enhance students' social connections and sense of support. Secondly, stimulate learning motivation. By establishing scholarships, organizing competitions and exhibitions, and providing personalized teaching, we aim to stimulate students' external and internal motivation, and enhance their interest in calligraphy learning and creative enthusiasm. Thirdly, enhance self-efficacy. Strengthen the teaching and practice of calligraphy theory, while improving aesthetic and creative abilities, creating a good learning atmosphere, and enhancing students' confidence and self-efficacy. Fourth, enhance mental health. Strengthen mental health education, cultivate willpower, encourage physical exercise, and at the same time, schools, families, and society should jointly pay attention to students' growth and provide comprehensive support. Key words: Calligraphy, Calligraphy Liberal Arts Courses, Peer Support, Learning Motivation, Self-efficacy, Positive Psychological Ｑualities.

목차 (Table of Contents)

• Abstract ⅲ
• Ⅰ. Introduction 1
• 1. Research Necessity and Purpose 1
• 2. Research Questions11
• Ⅱ. Theoretical Background 13
• 1. Calligraphy 13
• 1) Definition of Calligraphy 13
• 2) The Aesthetic Characteristics of Calligraphy 15
• 3) Methods of Calligraphy Aesthetics31
• 4) Mechanisms of the influence of calligraphic aesthetics on
• Positive Psychological Qualities41
• 2. Calligraphy Aesthetic Education 47
• 1) Definition of Aesthetic Education in Calligraphy 47
• 2) Components of Aesthetic Education in Calligraphy47
• 3) Prior Research on Calligraphy Aesthetic Education 50
• 3. Calligraphy Aesthetic Education Liberal Arts Course in Colleges and
• Universities 57
• 1) Concept of Calligraphy Aesthetic Education Liberal Arts Course in
• Colleges and Universities 57
• 2) Policies and Current Situation of Calligraphy Aesthetic
• Education Liberal Arts Course in Colleges and Universities 58
• 3) Calligraphy Aesthetic Education Liberal Studies Program in Huzhou
• Normal College as an Example64
• 4) The Problems of Calligraphy Aesthetic Education Liberal Arts
• Course 65
• 4. Positive Psychological Qualities 67
• 1) Definition of Positive Psychological Qualities 67
• 2) Composition of Positive Psychological Qualities68
• 3) Prior Research on Positive Psychological Qualities69
• 5. Positive Psychological Qualities of University Students 71
• 1) Definition of Positive Psychological Qualities in University
• Students 71
• 2) Composition of Positive Psychological Qualities of University
• Students 72
• 3) Prior Research on Positive Psychological Qualities of University
• Students 73
• 6. Peer Support 75
• 1) Definition of Peer Support75
• 2) Components of Peer Support 76
• 3) Prior Research on Peer Support 77
• 7. Learning Motivation 80
• 1) Definition of Learning Motivation 80
• 2) Components of Learning Motivation81
• 3) Prior Research on Learning Motivation82
• 8. Self-efficacy85
• 1) Definition of Self-efficacy 85
• 2) Components of Self-efficacy 86
• 3) Prior Research on Self-efficacy87
• 9. Relationships between Variables 89
• 1) Peer Support and Positive Psychological Qualities 89
• 2) Peer Support and Learning Motivation 92
• 3) Peer Support and Self-efficacy 93
• 4) Learning Motivation and Positive Psychological Qualities 94
• 5) Self-efficacy and Positive Psychological Qualities 96
• 6) Peer Support, Learning Motivation and Positive Psychological
• Qualities 97
• 7) Peer Support, Self-efficacy, and Positive Psychological Qualities ·· 99
• Ⅲ. Research　Method 101
• 1. Research Model 101
• 2. Research Hypothesis 103
• 3. Research Objects 103
• 4. Abbreviations for Variables and Dimensions 104
• 5. Research Tools 105
• 1) Research Tool Setup 105
• 2) Positive Psychological Qualities Scale 107
• 3) Peer Support Scale111
• 4) Learning Motivation Scale 114
• 5) Self-efficacy Scale 117
• 6. Research Process 121
• 1) Research Phase121
• 2) Formal Research 122
• 7. Data Analysis 122
• Ⅳ. Results125
• 1. Descriptive Statistics and Discussion of Trends in Mean Levels
• and Distributions 126
• 2. Differences Analysis in Demographic Variables 128
• 1) Peer Support129
• 2) Learning Motivation134
• 3) Self-efficacy 138
• 4) Positive Psychological Qualities 143
• 3. Correlation Analysis 150
• 4. Regression Analysis 154
• 1) Peer Support on Positive Psychological Qualities 155
• 2) Peer Support on Learning Motivation157
• 3) Peer Support on Self-efficacy 159
• 4) Learning Motivation on Positive Psychological Qualities 160
• 5) Self-efficacy on Positive Psychological Qualities 162
• 5. Analysis of the Mediating Effect 164
• 1) Model Structure and Model Fitting 165
• 2) Model Path Test Results 167
• 3) Mediating Effects Test Results170
• 6. Research Hypothesis Testing Results169
• Ⅴ. Conclusion 172
• 1. Discussion and Conclusion 172
• 1) Overall Situation172
• 2) Exploration of the Relationship178
• 3) Exploring the Mediating Role of Learning Motivation181
• 4) Exploring the Mediating Role of Self-Efficacy 184
• 2. Suggestions and Limitations 186
• References190
• Appendix 214
• 국문초록219