Dual Mediating Effects of Emotional Support and Knowledge Sharing on the Relationship Between Learning Engagement and Happiness Among Chinese University Students : - Moderated Mediation Model of Grit -

다국어 초록 (Multilingual Abstract)

This study aims to examine whether grit moderates the double mediating effect of emotional support and knowledge sharing on the impact of learning engagement on well-being among university students, and to propose ways to enhance the subjective well-being of students.
The subjects of the survey were students studying in universities, and convenience sampling was used to select the subjects. Data was collected using a questionnaire, and 400 valid responses were used for the final analysis after excluding unfaithful responses. The data were analyzed using SPSS PC+ Win ver. 25.0 and SPSS PROCESS macro ver. 4.2. The statistical methods applied included frequency analysis, reliability analysis, mean comparison analysis (t-test, One-way ANOVA), correlation analysis, simple mediating effect analysis, double mediating effect analysis, moderating effect analysis, and moderated mediating effect analysis.
The conclusions of the study are as follows:
First, learning engagement and subjective well-being were higher among male students. This study shows that gender is closely related to students’ learning experiences and well-being, suggesting the need for support strategies that reflect these characteristics.
Second, subjective well-being had a significant positive correlation with learning engagement, grit, emotional support, and knowledge sharing. These results indicate that employees' well-being is closely linked to their work environment, identity, learning engagement, and knowledge sharing.
Third, emotional support mediated the relationship between learning engagement and subjective well-being. This means that while learning engagement directly influences subjective wellbeing, it also has an indirect effect through emotional support.
Fourth, knowledge sharing mediated the relationship between learning engagement and subjective well-being. This implies that learning engagement not only directly affects subjective well-being but also indirectly influences it through knowledge sharing.
Fifth, emotional support and knowledge sharing together had a double mediating effect on the relationship between learning engagement and subjective well-being. Learning engagement has a direct impact on subjective well-being, but it also indirectly influences it through emotional support and knowledge sharing.
Sixth, grit moderated the impact of learning engagement on emotional support, meaning that the effect of learning engagement on emotional support varies depending on grit.
Seventh, grit moderated the mediating effect of learning engagement on subjective wellbeing through emotional support and knowledge sharing. This means that the effect of learning engagement on subjective well-being via emotional support and knowledge sharing differs according to grit.
This study provides detailed information on how various factors within universities influence the well-being of students, and it can serve as a foundational resource for developing policies or programs related to improving the work environment.

목차 (Table of Contents)

• List of Tables iii
• List of Figures iv
• Abstract v
• I. Introduction 1
• 1. Necessity and Purpose of the Study 1
• 2. Research Questions 3
• 3. Operational Definitions of Variables 4
• II. Theoretical Background 7
• 1. Subjective Well-being 7
• 2. Learning Engagement 8
• 3. Relationship between Learning Engagement and Subjective Well-being 10
• 4. Mediating Role of Emotional Support 11
• 5. Mediating Role of Knowledge Sharing 13
• 6. Relationship Between Emotional Support and Knowledge Sharing 14
• 7. Moderating Role of Grit 15
• III. Research Method 17
• 1. Research model 17
• 2. Survey Subjects and Data Collection Methods 17
• 3. Research Tools 19
• 4. Data Analysis 22
• IV. Research Results 24
• 1. Differences in Key Variables Based on General Characteristics 24
• 2. Correlations Between Variables 27
• 3. Mediating Effect of Emotional Support 28
• 4. Mediating Effect of Knowledge Sharing 30
• 5. Dual Mediating Effect of Emotional Support and Knowledge Sharing 32
• 6. Moderating Effect of Grit on the Relationship Between Learning Engagement and
• Emotional Support 35
• 7. Moderated Mediating Effect of Grit 38
• V. Discussion and Conclusion 45
• 1. Discussion 45
• 2. Conclusion 49
• References 52
• 국문초록 65
• Appendix 68
• 1. English Questionnaires 68
• 2. Chinese Questionnaires 72
• Acknowledgement 76