Facilitating The Relationships Between Psychological Well-being And Learning Outcomes Of Undergraduates At Research Universities

This study builds a structural equation model around psychological well-being,student engagement and learning outcomes of research university undergraduates from the perspective of positive psychology,exploring the mechanism of psychological well-being on learning outcomes,and focusing on the key role of student engagement during the process,so as to provide a new direction for establishing a high-quality talent training model.Specific research work is mainly reflected in the following aspects:(1)Difference analysis on undergraduates' psychological well-being,student engagement and learning outcomes among different genders,majors,household registration and whether they are first-generation college students.Firstly,it is approved that male students' active and collaborative learning,student—faculty interaction and cognitive learning outcomes are significantly higher than those of female students,but the practical learning outcomes of male college students is significantly lower than that of the female.Secondly,compared with their counterparts majoring in humanities and social sciences,students majoring in science and engineering score higher on active and collaborative learning,and cognitive learning outcomes but lower on practical and emotional learning outcomes.Thirdly,the main effect of census register is found to be significant on the following aspects:active and collaborative learning,psychological well-being and cognitive learning outcomes.Lastly,non-first-generation college students have significantly higher level of academic challenge,psychological well-being and cognitive learning outcomes than their counterparts.(2)Regression analysis of undergraduates' psychological well-being,student engagement and learning outcomes.In this study,correlation and regression analysis are separately conducted on undergraduates' psychological well-being and student engagement,psychological well-being and learning outcomes,as well as student engagement and learning outcomes.This study reveals that psychological well-being is an important predictor of student engagement and learning outcomes,and student engagement can also significantly predict students' learning outcomes.(3)Analysis of the mediating effects of student engagement,including level of academic challenge,active and collaborative learning,student——faculty interaction and supportive campus environment,on the relationships between undergraduates' psychological well-being and learning outcomes.Firstly,it confirms that level of academic challenge plays an important role as a mediating agent in the relationships between psychological well-being and learning outcomes.Secondly,collaborative learning and discussions with diverse others(student—faculty interaction)play the role of chain mediating effects,and the mediating effect of collaborative learning accounted for 63.5%of the total indirect effect.Thirdly,student-faculty interaction and effective teaching practices(student-faculty interaction)are partial mediators between the relation of psychological well-being and learning outcomes,and effective teaching practices play the main mediating effect(70.3%).Lastly,quality of interactions and supportive environment(supportive campus environment)mediate the the relationships between psychological well-being and learning outcomes,and there is no significant difference between two mediators.This study has proposed nine suggestions from the perspectives of "supporting disadvantaged college students,narrowing the academic gap","Strengthening psychological intervention,improving psychological well-being" and "Participating in effective education activities,enhancing student engagement",so as to provide theoretical and empirical evidence for improving students' learning outcomes.